Copy of AN ACTS EFFECTS

A DAY IN THE
LIFE OF A
TEACHER

An Apple A Day

Kiya Kelsey, Chrissy Edginton, Sydni Kelland, Camille Chrisman, Michelle Chandler

MALALA YOUSAFZAI

"ONE CHILD, ONE
TEACHER, ONE
BOOK, ONE PEN

CAN CHANGE THE
WORLD"

She is a Pakistani activist for female education and the youngest Nobel
Prize laureate.

Table of Contents

3 About Kiya 38 About Michelle

4 What a Principal looks 39 Teaching through

for in a teacher the years

7 Finding Success 42 The study behind

through Failure SIOP

13 About Chrissy
14 Music in Schools
17 Crossing the Midline

21 About Sydni
22 Learning through
Technology
25 Teaching in the Classroom

30 About Camille
31 Understanding the Acts
34 No Child Left Behind

Kiya Kelsey

I am Kiya Kelsey. I was born in I enjoy challenging myself and helping others
Wendell, Idaho and lived there for around me.  I graduated from Bear Lake High
the first sixteen years of my life. I was school in 2018. I am now attending college at
raised by wonderful parents who I Brigham Young University-Idaho. I am
love very much. They have taught me currently on my second semester.  I love the
how to work hard and how to have a atmosphere of the school as well as what I am
good attitude when life gets difficult. I studying, which is Elementary Education! I
have five beautiful sisters and we all decided that I wanted to be a teacher after
LOVE sharing clothes, makeup, and being a swim instructor for two years. I realized
secrets with each other! I have a that I was able to connect with children and
passion for the outdoors. I enjoy that I enjoyed helping them learn and grow.
hiking, swimming, and camping. I also I strongly believe that every child deserves the
like to read and sing (but only when right to an education. That is why I believe
no one is listening).  teachers make a remarkable difference in the
I moved to Montpelier, Idaho the world. Teachers can help motivate and
summer after my sophomore year of encourage students. They can provide a
high school  and went there for my classroom that has a safe learning environment
junior and senior year. I was involved where the students aren’t afraid to make
in many extra-curricular activities mistakes and learn from them. When I become
such as, cross country, basketball, a teacher, I will instill this in my classroom as
track and field, student council, and well as a good work ethic. I believe that failure
honors society. is acceptable if effort is put in to improve and
become better. I can’t wait to make a
difference in student’s lives!

3

"Our job is not to prepare students for something. Our job is to
help students prepare themselves for anything."
-A.J. Julian

WHAT A PRINCIPAL
LOOKS FOR IN A
TEACHER

INTERVIEW GIVEN BY KIYA
KELSEY TO LUKE KELSEY
PRINCIPAL

4

INTERVIEW

Q: How long have you Q: What do you look Q: What are you
been a principal? for in the portfolio of looking for when you
What do you most the person who are interview a candidate
enjoy about this looking to hire? Is for a teaching
occupation? there anything position? What is the
specific in their one essential
A: I have been a documents that characteristic you
principal for 12 years. stands out to you? desire most?
 Nine years in middle
school at Wendell and A: I look for specific A: The number one
I am in my 3 year as qualities from the characteristic of a
the Principal of Bear applicant not future teacher would
Lake High School.   generalities.  I also be a love for kids and
I mostly enjoy working like short and to the their ability to relate
with students, point. Applicants who to them.  Problem
motivating them to try to add too much to solving abilities are
work hard and their portfolio just important along with
prepare for the future. cover up what the ability to work with
 I see my most principals really want other teachers. Self-
important job being to know.  I can’t think confidence is also
that of hiring good of any specific vital.  It is important
teachers. A good documents I look for they show a passion
teacher makes all the other than their for the subject they
difference. credentials. are teaching.

5

Q: Is having Q: What advice would Q: Do you have any
experience a big you give to a teacher additional comments
factor in whether you who is going to be about your hiring
hire a candidate? How interviewed for a process as a principal
important is it to you teaching position? that you would like to
that you hire add?
someone who has had A: I would tell them to
a lot of experience in relax and be A: It’s always good to
the teaching field? themselves.  Be follow up with a phone
confident in their call or email the next
A: Experience is an preparation and day just thanking
important factor, but I ability to relate them for their time.
am willing to overlook answers that will  Make sure you are a
the lack of it when the show they have the few minutes early to
above characteristics qualities needed for the interview. Don’t
are evident.  It helps the job.  I would over answer
when an individual research as much as questions - I see that
can show that even they can the school, happen a lot - a
though they might not they are applying at candidate will have a
have had actual for specific programs good answer but will
school teaching they are using. It continue too long and
experience, they have helps to have a few be disengaging.  If you
had experience good questions to ask don’t know or have a
working with people. that are related to that short answer let it be
 Most principals are specific school. or ask a clarifying
nervous to hire question. Dress
untested teachers - sharp, have good
nothing replaces posture, and be
actual classroom confident.
experience because it
is the true test of
whether a person can
handle the stress of
teaching.

6

An Article by Kiya Kelsey

FINDING
SUCCESS
THROUGH

FAILURE

7

Finding Success Through Failure

Children are not perfect. That is a simple fact. Tae’s message to educators then, is just as
“Many kids today see failure as inherently bad, applicable to education in our present day
and success as beyond their reach” (Fattal, (American Physical Society, 2019).
2018). Students in our schools are starting to In his TedTalk, he shows a video clip of him
believe that their grades are all that matter. There learning a skateboard trick. It takes him
is evidence of a mindset that suggests you either many many tries before he completes the
fail at something or pass; and that failing is bad trick, however, this does not stop him. He is
and passing is good. However, Dr. Tae persistent and does not give up until he has
disagrees. He believes that failure is important, the trick down. Nine years later, that trick
and even necessary, in the learning process. has become the easiest one that he does.
(Tae, 2011). He went from spending hours trying to get it
down, to being surprised when he doesn’t
Dr. Tae land it. This is how Dr. Tae believes
education should be like. It doesn’t matter
Dr. Tae was born and raised in Atlanta Georgia. how many times you fail at something, as
At a very young age, he came to love long as you keep working on it until you
skateboarding and math. In college, he have accomplished the feat, whatever it
stumbled across a physics class and was able may be (Tae, 2011).
to combine both his skateboarding and
mathematical skills. Tae earned his PhD in Xiadong Lin-Sieglar
Physics from the University of Illinois. He
became a professor at a few universities in Lin-Sieglar grew up in a remote village in
Chicago and created a lecture-free environment China. She attended very little school in her
in his classrooms. As he continued to work in childhood but eventually became a
education, Tae started to realize the issues that professor at Columbia. Her friends and
there are in the system. Tae decided that he family labeled her success as purely an
could teach in a way that allowed and even outcome of her intelligence. They didn’t
encouraged failure in the classroom. He talked know that on her way to becoming
about this philosophy in his TedTalk that he successful, she failed many times; she had
delivered in June of 2011. to work hard and be persistent in her work.
She had her studies rejected by five
academic journals before getting published,
but this did not stop her or discourage her
from trying again. Now Lin-Sieglar is an
advocate for allowing failures in the
classroom.

8

Lin-Siegler conducted a study in 2016; this “Too often, students -- and teachers -- believe
study found that high-school students’ learning comes from success, when in
grades improved when they were taught truth, it’s as likely to be the product of failure.
about the failures of famous scholars of the Knowing what doesn’t work is a powerful
past. They learned about Einstein and Marie weapon as we struggle to think critically about
Curie. “The students didn’t tend to think of the myriad issues along our path to
famous scientists like Albert Einstein as college and/or career” (Murray, 2017).
actual, imperfect people like themselves -- According to Teach Hub, there are 10
students who didn’t learn about the strategies that teachers can help their
scientists’ struggles were more likely to say students learn in a way that accepts failure:
that those scientists had innate talent and
aptitude which separated them from Use the Mulligan rule
everyone else. This mentality has been If you are familiar with golf, the mulligan
shown to be particularly detrimental to rule is a do-over. Let students have a
students in STEM fields, where droves of chance to revise and redo their work
kids who originally seemed interested end before the final submission. This helps
up dropping out after they struggle in a class them know that they do not have to have
or fail a test” (Fattal, 2018). perfection on their first attempt (Murray,
2017).

Failure as a Don’t Define Success as Perfection
“When you’re discussing a project or a
Teaching Trend lesson, don’t define it in terms of
checkboxes or line items or 100
Dr. Tae’s advice to students is, “Focus on learning, percent accuracy” (Murray, 2017). This
not grades; There are no grades in skateboarding. is imperative for a teacher to know
The goal and reward in skateboarding is to learn students should be able to color
the trick. Layering grades on that adds nothing to outside the lines and use their
the experience” (American Physical Society, 2019). creativity. This is the only way they will
This advice can be given to teacher as well. In the thrive in the classroom as well as in
classroom, grades have become a teacher’s “go- their lives ahead of them (Murray,
to.” 2017).

9

Let Students See You Fail Assess Grit
Referring back to Lin-Sieglar’s study, it “Success isn’t about right and wrong. More
is important that students know that no often, it’s about grit -- tenacity, working
one is perfect, including the teacher. through a process, and not giving up when
Teacher’s don’t have to hide their failure seems imminent” (Murray, 2017). A
failures; they just have to show the teacher should integrate this into their
students how they move forward and lessons. Let the students know that giving
improve through their failures. This can up is never an option. Life requires grit and
be a model for the students as they try hard work, and so does school work
to recover from their own failures (Murray, 2017).
(Murray, 2017).

Share Teaching Strategies for Problem Let Students Teach Each Other
Solving A teacher is not the only person students
It is a good idea to give students example can learn from in a classroom. Students
of ways they can solve their problems. can learn from each other if you allow
These ideas can be posted on the wall of them to. Some students have been
the classroom so that students can look to through a lot in their life, their example of
them for a reference. A few examples of how they have gotten through their hard
these strategies include: act out a times, can encourage and inspire their
problem, break a problem into parts, draw classmates (Murray, 2017).
a diagram, guess and check, never say
can’t, see patterns, think logically, and Don’t be Afraid to Move the Goalposts
what has worked in the past. There are It is not a bad thing to revise or change
many more examples as well that a your lessons even if you are in the
teacher can use to help their students middle of teaching it. As long as your
have the mindset that they need (Murray, students are being challenged and your
2017). objective is being taught, you can go
about it freely. This helps the students
Exult in Problems recognize different approaches that can
It is important to exult in your problems be taken in learning (Murray, 2017).
because it shows the students that it is
possible to be excited about improving and Success is as Much Serendipity as
solving hard problems. “Share [your] Planning
enthusiasm with students. They are as “Think of Velcro and post-it notes -- life-
likely to meed failure as success in their changing products resulting from errors.
lives; show them your authentic, granular They surprised their creators and excited
approach to addressing that eventuality” the world. Keep those possibilities available
(Murray, 2017). to students” (Murray, 2017).

10

Don’t Reward Speed References:
Learning and growing from failure American Physical Society. (2019). Yunk Tae
takes time, it is not a race and Kim; Skateboarding physicist & educator.
should not be looked at as a race by Retrieded
students. When students speed March 23 from
through their work, it often means https://www.aps.org/careers/physicists/profiles/ki
that it was quickly glossed over m.cfm
rather than thought thoroughly Fattal, Isabelle. (2018, April 25). The value of
about. “Students are too often taught failing. Retrieved March 25, 2019, from
finishing arly is a badge of honor, a https://www.theatlantic.com/education/archive/2
mark of their expertise. Remove that 018/04/the-value-of-failing/558848/
judgment and let it be what it is” Murray, Jacqui. (2017). Teaching strategies: let
(Murray, 2017). students learn from failure. Retrieved March 25,
from http://www.teachhub.com/teaching-
strategies-let-students-learn-failure
Tae. 2011, Can skateboarding save our
schools?, Retrieved March 23, 2019, from
https://www.youtube.com/watch?v=lHfo17ikSpY

11

B I E E I
P A E
YE N N
:

HC E MD
T
T L R
"U E T C

H L"

CWANINANSSPOPTROONINNLASC1B1OT-R1RI2VOETIWDTHIN,EB2SY&0C:C1E9ONTER

Admission $10 at the door

Chrissy Edginton

I was born and raised in Redding Mrs. Thompson's teaching
California, where I attended a public philosophy was that giving up or
school all the way up until my failing was never an option. There
sophomore year of high school. I then were always resources made
attended a charter school and took available to expand our learning.
college courses at my community college. Her story of becoming a teacher is
The transition of school provide border a lot like mine, she struggled a lot,
options in my education and one of my especially in math, but she loved
options was to graduate early. Along the challenge and she knew that if
with graduating early I had the she worked hard enough, her goals
opportunity to go play college tennis on could be achieved. Just like her, I
the east coast, but knew the right yet know that I want to set my future
hard decision was to go to BYU-Idaho. students up for success, not failure,
When I first started at BYU-Idaho I had and that anything can be
no idea what was in my future. When I accomplished if you work hard
went back home to California on my off enough for it.
track I worked the whole summer with
children and knew I was the happiest
when I was making a difference in their
lives. When I went back to school the
first day back I went and changed my
major to elementary education with an
emphasis in math. I have always enjoyed
being around children and have found
them to be the best comedians. Growing
up, school wasn’t something that came
naturally to me. I had to word hard for
my grades and to fully grasp a concept.
I was fortunate enough to grow up with
someone that values education, Mrs.
Thompson, who I model to become.

13

MUSIC IN
SCHOOLS

Dona Howard

14

INTERVIEW

THE EFFECTS OF
MUSIC IN THE
CLASSROOM

AN INTERVIEW WITH DONA HOWARD
GIVEN BY CHRISSY EDGINTON

Q: How long have you been Q:Why do you believe music should be
teaching for? implemented in the classroom?
A: In this job, six years. I have also A:Music can be used all day long in the
taught at other times. classroom. It can be used to calm the
Q:In your years of teaching what students, give brain breaks, help
methods have you used? students memorize key concepts,
A:For the most part, I try to allow learn about other cultures, feel the
the students to experience things beat which is critical for reading skills,
rather than just lecture. So they get rhythmic activities to aid in midline
a chance to experience the concept crossing exercises, and many more
first, they get to actually do many things. Not only is it used for teaching
things rather than just hear about music, music can be used to teach
them, and they get to create many every subject. The rhythmic activities
things during the semester. I also and midline activities can help in
work hard to be sure my classroom boosting reading and math scores and
is a safe room, with no criticism, so minimizing off-task behaviors so that
that everyone feels comfortable the time is better spent.
learning something new.

15

INTERVIEW

Q:What impact does music make in Q:Is music for everyone? If yes, how so?
the classroom? (Use personal A:Absolutely. Music is for everyone. There are a
examples) myriad of ways that all students, regardless of
A:See above answers for this one. But their abilities, can participate in musical
also, music can help with the energy activities, whether it’s playing instruments,
level in the classroom, getting the even drums, dancing, listening, or anything
wiggles out so students can else. Music can and should be all inclusive.
concentrate better, and to teach John Lennon said, “Every child is an artist until
concepts. Personal examples – when he is told that he’s not an artist.” Every child
playing reverent music at the can create music or dance or anything related
beginning of Primary as the children to that.
are coming in, they are much calmer.
When performing the student-written Q:What advice would you give to new teachers
musicals, I see so much more of my who are learning how to incorporate music in
students’ personalities because the classroom?
perhaps they feel more comfortable A:I would suggest thinking of where music
being themselves. One student told could benefit students. One teacher here on
me that she worked with a disabled campus decades ago would play Mozart
teen boy. On the days they danced in during tests because he felt that the students
the morning, he was much more on did better on the tests if he did. To really learn
task and had better behavior and did about a culture, you must learn about the
better on his schoolwork. Giving my people – their food, music, dance, clothing,
students a chance to get out of their recreational activities, etc. Think about
seats and have an activity helps them curriculum songs. There are a ton of them out
focus more afterward. there. Google them. Look for resources
everywhere. Research midline crossing
activities. Although these aren’t necessarily a
music item, they can be set to music for more
fun and more rhythm involvement, which
helps reading. Don’t try to do everything at
once, but think of ways to involve music
gradually more and more because it is such a
benefit to the students. Talk to other teachers,
both music teachers and regular classroom
teachers. See what they do. I have a bunch of
resources that I have gathered to help
students as they move on to teach in their own
classrooms.

16

IS YOUR CHILD USING BOTH SIDES OF THEIR
BRAINS ?

CROSSING
THE

MIDLINE

BY CHRISSY EDGINTON

17

Crossing the
Midline

AN ARTICLE BY CHRISSY EDGINTON

Crossing the midline is an important skill that Does your child struggle
is further developed throughout one's life.
North shore pediatric therapy states, with midline crossing?
“Crossing the midline of your body helps
build pathways in the brain and is an Noticing that a child struggles with midline
important prerequisite skill required for the crossing isn’t always easy to spot. There are
appropriate development of various motor multiple things one can look for such as, if they
and cognitive skills” (North shore pediatric switch hands mid way through a assignment
therapy, 2011). This skill allows one to such as when writing, or drawing. Another
reach across the center of the body to thing to look for is if they rotate their trunk to
perform an action on the opposite side of the the opposite side when reaching across the
body. For example hitting a ball with a racket body to avoid crossing the body midline, OT
or bat. While performing the action one’s mom learning states, “However, there is
dominant hand will go from one side of the another vital factor in crossing the midline, and
body to the other to complete the swing. It is that is trunk rotation. If your child tends to have
also used in many everyday activities such poor core stability, or holds him or her self
as writing and picking things up. Having “stiffly”, moving the body as a unit, then this
children develop this habit is a major part of may affect crossing the midline” (OT mom,
their growth. If it is not practiced children 2019). If you aren’t completely positive if they
may have a harder time doing everyday are struggling, there are different assessments
actions and become more frustrated with that can be done to confirm if it is an issue.
themselves because they are not as You can do something as simple as coloring.
advanced as their peers. Our brains depend As they are coloring, you may notice that they
on midline crossing because that is how one switch hands to reach the other side of the
accesses both the left and right side. Each page. Another way to tell is that they use the
side of the brain performs different tasks, so left hand for activities on the left side of the
it is important that each lobe communicates body and right hand for activities on the right
with each other. If they don’t, the child will hand side.
lack coordination and learning movement.

18

Problems that can What to do when you

occur with midline see your child is

crossing difficulties struggling

When it come to difficulties with midline There are lots of resources made
available to children that struggle with
crossing there will be expected behavioral midline crossing. The resources are
made available to do at home. At home
problems. Students will avoid pencil based start with helping your child with the
everyday things they struggle with.
activities, and taking notice to all the details in When you feel that they are picking up
the habit start giving direction to them
a book, and performing hygiene tasks. One of through your words rather than actitions.
These exercises need to be done on an
the biggest difficulties a child will struggle with everyday basis and with much repetition.
This will produce much difference. If
is reading, North shore pediatric therapy things are done and you feel that there
isn’t a difference, go seek and
states: “ Furthermore, when a child has occupational therapist to assist you and
your child.
difficulty crossing midline, it can affect his/her
Midline crossing in
ability to read. While the child is moving
schools
his/her eyes from left to right across the page,
Midline crossing is now being
the eyes will stop at midline to blink and incorporated into the classroom. Starting
in preschool teachers are doing midline
refocus; however, when this happens, the crossing exercises with their students.
North shore pediatric therapy states, “To
child will very frequently lose his/her place on help develop efficient crossing of the
midline, provide children with a variety of
the line and become confused as to where two-handed (bilateral) activities. Try
some of the below activities to help build
they left off. It also affects handwriting, as more pathways in the brain and to
develop the ability to cross the midline,
diagonal lines cross the midline, and the child improve coordination, and improve
overall functional performance on a daily
may need to stop in the middle of the page to basis” (North shore pediatric therapy,
2011). The exercise they are doing in the
switch hands when writing from left to right. classroom focused to promote
coordinational growth.
Many self care and daily living skills require

crossing midline” (North shore pediatric

therapy, 2011).

With avoiding this tasks and not being able

to take full notice to detail the student will not

properly be able to grow and develop in both

education and physically.

19

Some of these exercises involve finger
puppets into lessons will allow students to
use both hands by having to remove and
place. Using blocks as a percussion, as they
hit the the blocks against each other they are
making contact at the midline. Another game
that can be played is twister, this will cause
them to move there body in all types of
different ways. OT moms states how we
should position items, “With an older child,
prompt him to keep his assisting hand
resting on the side of the table.

Then he will need to use his dominant hand to References
reach across the midline for the next card that he (2009). Crossing The Midline.
needs” (OT mom, 2019). In doing this the child will Retrieved 2019, from
create a dominant hand rather then switching back https://www.ot-mom-learning-
and forth between the two. activities.com/contact-me.html
North Shore Pediatric Therapy.
Growing up in a world full with technology that is (2017, September 21). Help
continually accessible, has been hurting children. Your Child Develop the
Instead of children going outside, they are staying "Crossing the Midline" Skill.
inside and playing on electronic devices. This is Retrieved 2019, from
causing a loss of coordination leading to midline https://nspt4kids.com/parenting/
crossing issues. This why midline crossing is a help-your-child-develop-the-
skill that needs to be developed at a young age. If crossing-the-midline-skill/
not developed young the child will be faced with a Crossing the Body's Midline.
lot a struggle and frustration. Opening the doors (n.d.). Retrieved from
to midline crossing will get rid of that frustration http://nspt4kids.com/parenting/h
and open up the doors to greater learning elp-your-child-develop-the-
opportunities. crossing-the-midline-skill/
Kis Sense Child Development.
20 (2018). "Crossing the Body's
Midline ". Retrieved 2019, from
https://childdevelopment.com.a
u/areas-of-concern/fine-motor-
skills/crossing-the-bodys-
midline/

SYDNI KELLAND

I was born and raised in the modest I believe that a teacher’s role is to first
town of  Kaysville, Utah. I have always encourage children to develop a love for
enjoyed and loved being around and learning. While my teaching philosophy
playing with children. I am happiest includes many aspects, providing equal
when reading a novel, spending time opportunity of learning to every child is one of
with friends and family, or while out on my top beliefs. I believe that educators can
an adventure in the great outdoors. I provide equal opportunity to students by
am married to James Kelland, and he is accommodating and teaching to various
my adventure buddy and partner in learning styles. Children have both individual
crime in Rexburg, Idaho. Along with and collective needs, all of which need to be
three brothers and one sister, I have met. Effective and intentional lesson planning
four nieces and two nephews who are can assist in meeting those needs. I believe
my world and my source of joy.  I am that learning is happening when children are
currently attending my second year at engaged and enjoying themselves. In my
Brigham Young University- Idaho, opinion, one of the best ways to help a child
working towards earning a Bachelor’s learn is to start within. By getting to know the
degree in Early Childhood Special child as a person, the child begins to feel
Education. I have been given many accepted and begins to trust their teacher.
opportunities to help and serve young That trust establishes the essential student/
children by working in a Child Care teacher relationship that opens doors to more
Center and being a nanny for many learning and discovery.
families.

My dream of becoming a teacher was
inspired by my passionate and loving
third grade teacher Ms. Merrill.
Throughout my third-grade year in school,
I grew from being a quiet and shy girl to
becoming more outgoing and
comfortable with myself. Ms. Merrill
helped me see that I wanted to be the
same kind of teacher as her, one who
would positively encourage and help the
shy students. Teachers have the power to
positively affect and be a light in a
child’s life for the better, and that is what
I aspire to do for many children.

"Style is both complex and simple.
It's about striking a balance and mastering it."

- Katie Thompson

21

TELTCEHAHRRNONOUILNGOGHGY

INTERVIEWEE HEIDI NORTON -
PARENT WITH A CHILD IN
PUBLIC SCHOOL
GIVEN BY SYDNI KELLAND

22

INTERVIEW

Q: How many children do you Q: How do your children
have in the public-school learn best? Is there a
system? And how long have particular teaching style
those children been in the or teaching tools that
public-school system? seem particularly
beneficial?
A: I have one child that has
been in the school system A: I think hands-on
for 3 now years, learning is always
kindergarten to currently beneficial to help my
second grade. I have another daughter really grasp
daughter that will be concepts.
entering the system next
year as well. Q: How does your
children’s homework
Q: What role does come each night? Has
technology play in technology affected how
learning experiences in homework is completed
your children’s at all?
classrooms?
A: My daughter usually
A: My daughter uses a gets assigned a paper
“smart board” to learn as worksheet to bring home
a class and they do to work on. Other times
computer games 4/5 the homework is just 20
days of the week. These minutes of reading, math
games are subjects such practice, or something
as coding, math, vocab, like that to do at home.
etc. Technology is not usually
involved in homework at
all.

23

Q: Do you monitor Q: What is your overall
screen time and impression of the public-
technology use? If yes, school system up to this
how do you do it? point of your children’s
education?
A: Yes, we have chosen
A: I definitely feel that I like
to monitor technology Virginia public schools
better than schools in
use. My husband and I Arizona. In Virginia schools
there were smaller class
don’t allow them to have sizes, more learning supplies
available, more special
free access to Ipads, events, more planned
activities and field trips, and
phones, or television. more time for recess and PE.
In my opinion, Arizona public
Our children can use schools are suffering, but we
still rather and prefer to
them when they ask us have our kids enrolled in
them. My daughter is still
and tell us specifically learning what she needs to
know educationally, and she
what they’re going to do is exposed to beneficial
social experiences as well.
on or with them. Also, Our public school here does
offer a Montessori track,
we don’t allow YouTube which is an awesome and
unique program for a public
unless we’re using it with school to offer.

them. Our time

restrictions on screen

time is only 20 minutes

per day during the week,

and then Saturday is Q: Do you have any
more relaxed with additional comments
technology use. regarding technology and

your children’s learning

that you would like to

add?

A: Generally, I prefer my
children to be learning
and playing without
technology. We try to
keep screen time to a
minimum even if it’s
“educational”.

24

Technology in the
RciclRaasfaserloom

By Sydni Kelland

25

The world today is bombarded with screens and We cannot ignore the proven negative effects that
technology available at our fingertips; Children are come with children using technology, because
not immune to this exposure.“Today’s children are there are “negative effects on the physical,
born into a technologically enriched world, which psychological and social development in preschool
could result in various experiences and children (Ozyrt, Caliskan & Evgin, 2018, p.
opportunities, and they are able to use digital 281).While there are always going to be negative
technological devices such as smartphones and effects with using technology, we are going to focus
tablets anytime and anywhere from early ages” on the benefits of using technology as part of
(Ozyrt, Caliskan & Evgin, 2018, p. 280). With that educating children.
being said, it is necessary as educators to apply
technology in a classroom in a beneficial way for 1998 research states: “Research has also
developing young children. Through using moved beyond the simple question of whether
technology in an effective way with young children, or not computers can help children learn. It
the benefits and results will be positive and visible to can… Instead they open new and unforeseen
observe. avenues for learning (Clements, 1998, p. 3).

With Clement's findings, he stated that
technology is developmentally appropriate for
young children. He continues by saying, “This
does not mean every use of technology is
appropriate or beneficial. The design of the
curriculum and social setting are critical”
(Clements, 1998, p. 281).

More recent research agrees with Clements by
stating:

The Research “Technology is increasingly recognized as an
integral learning tool for promoting the social,
Research about the use and effects of technology linguistic, and cognitive development of young
and young children has become increasingly children. Today, the question that educators ask is
sophisticated and current with new findings. When no longer about whether and to what extent
we look at the research done with technology and technology should be used with young children in
young children, we need to acknowledge what the the classroom, but rather how it should be used”
experts recommend. “The American Academy of (Couse & Chen, 2010, p.75).
Pediatrics (AAP) recommends that children use
digital technological devices for less than two hours
a day, this duration is exceeded by approximately
50% in many developed societies” (Ozyrt, Caliskan
& Evgin, 2018, p. 280).

26

Putting the two pieces of conclusive research “Children's early experiences when playing and
together, it is proven that technology can be learning with the various technologies available to
beneficial to children. But the next question is how them at home can contribute to their learning,
do we use technology in a beneficial way with particularly when they are supported by adults who
children? monitor activities, help when things are difficult,
provide encouragement and praise for
Effective Classroom Technology achievements, and assist children in managing
their emotions if they get frustrated” (Plowman &
Social interaction is a key element to effective McPake, 2013, p. 3).
technology in a classroom. Because using
computers can isolate children to silence and just When children have adults to help guide them
focusing on the screen, the software used and through learning with technology, children will feel
physical environment can affect social interaction. less of the frustration that comes with learning how
to use technology. Adults can also be there to
“Computers serve as a catalysts for social enhance the learning experience and ensure
interaction… Children spent nine times as much internet safety is being practiced. Whether at home
time talking to peers while on the computer than or at school, a key to effective technology use and
while doing puzzles… Children prefer to work with children includes adult involvement.
a friend rather than alone. They foster new
friendships in a computer’s presence. There is a An Important Responsibility
greater and more spontaneous peer teaching and
helping” (Clements, 1998, p. 4-5). Educators have the
responsibility to teach and
Classroom technology needs to have an model appropriate use of
educational objective or otherwise beneficial technology to young and
purpose.“For example, device use may enable developing children. “Studies
learning, alphabet recognition or reading skills showed that parents’
acquisition, or obtain and build language and appropriate models were
mathematical skills. It may also assist visual important factors for the safe
intelligence skills and psychomotor skills at the use of digital technological
cognitive level” (Ozyrt, Caliskan & Evgin, 2018, p. devices in preschool
287). How the physical environment is arranged children” (Ozyrt, Caliskan &
around computers influences children’s social Evgin, 2018, p. 281).
interactions. Arrange computers to be close
together to encourage conversations between While the study was done with parents and
students. Teachers should be close enough to parenting in mind, being an educator could apply
monitor students computer work and have just as well in this context. As educators are models
computers set up in a central and welcoming and teach children how and when to appropriately
location. use technology, children will come to better know
how to safely and appropriately use technology.
Modeling cell phone social etiquette is included in
an educator’s or parent’s responsibility with
children.

27

“Keeping up with new technologies for the in learning increased through the use of computers
classroom presents an ongoing challenge for compared with non-computer-related learning
educators as they recognize the ever developing activities” (Couse & Chen, 2010, p.76).
potential of technologies to enhance the ability of
children to learn, problem solve, and convey their Teaching young children with computers and other
ideas” (Couse & Chen, 2010, p. 75). technology “offers unique advantages” (Clements,
1998, p. 5). The other advantages of computer
Staying current with technology may take some learning are providing ways to assess children’s
conscious effort, but will benefit children the most in knowledge, catering to different learning styles, and
the grand scheme of things. Working with your revealing individual and gender differences.
school and district to use available technology is Through the computer, children can learn by
the place to start. A balance of time spent on and exploring, practice problem solving, and self-guide
off technology can also be difficult to accomplish, instruction (Clements, 1998, p.7).
but with enough planning, it is possible.

The Results

“Although some have argued against the use of “Research shows that computer activities yield the
computer technology for young children’s learning, best results when coupled with suitable off-
the effects of technology in educational settings on computer activities” (Clements, 1998, p. 8).
the development of young children have been Children can gain intelligence, non-verbal skills,
widely documented and strongly positive. For and manual dexterity through technology. In
example, children who use computers have been activities with no technology, children continued to
found to show greater gains in intelligence, grow in the same areas, but also improved verbal,
structural knowledge, problem solving, and problem solving, and conceptual skills. Balanced
language skills compared with those who do not learning is achieved by time spent learning by
use technology in their learning” (Couse & Chen, traditional teaching methods and using technology
2010, p. 76). as well.

The reason that teaching young children with
computer programs is effective because children
become intrinsically motivated and engaged in their
learning. The research goes on and says “Other
studies reach similar conclusions, reporting that the
motivation and engagement of kindergarten and
primary-aged children

28

Conclusion References

Through the research found about young children

and using technology to learn, we know that there Clements, D. (1998). Young Children and Technology.

are great benefits that come with it. Children should Educational Resource Information Center, 3-21.

have multiple mediums and learning instruments Retrieved from https://eric.ed.gov/?id=ED416991.
Couse, L. J., & Chen, D. W. (2010). A Tablet Computer
and tactics to switch between. Social interaction
for Young Children? Exploring Its Viability for Early
and sharing is encouraged through computer or
Childhood Education. Journal of Research on
tablet use. If technology is approached the right
Technology in Education, 43(1), 75–98.
way, children can have an enhanced learning
https://doi-
experience. Mixing traditional learning methods
org.byui.idm.oclc.org/10.1080/15391523.2010.10782562
with technology allows children to learn and grow in Özyurt, G., Dinsever, Ç., Çalişkan, Z., & Evgin, D.
many different ways. Applying the AAP (2018). Effects of Triple P on Digital Technological
recommendation of under two hours of educational Device Use in Preschool Children. Journal of Child &
technology daily will allow safe and smart Family Studies, 27(1), 280–289. https://doi-
technology use for children as well. While it may org.byui.idm.oclc.org/10.1007/s10826-017-0882-6

seem like a challenge to accomplish this, every Plowman, L., & McPake, J. (2013). 7 Myths About Young

small effort is a step forward. Children and Technology. Childhood Education, (1).

Retrieved from

https://doi.org/10.1080/00094056.2013.757490.

29

Camille
Chrisman

BMinryiBgnohaiasmmee;YIdisoauChnoag.mIU’imlnleicvCuehrrrsreiistnymtlaaynnad,tItagemrnedw up At first, I had difficulty adjusting to a new style of
gwatsebtraauaosddcunehyt’itemngrfgo.aoIittnrwohgMobtirunee.ltaTcdociondhtm'ethereehrm,aapMavnrneore..feTMleevisdymese1neiro2mntnhttahaoinfru,yitgwhats teaching. My life was school, I didn’t have those
tlafhirhfnoieeemh.nmoIedduoswirds,aoantsnn'itndsakftalntuueloledsIwnytw.t,hIioIaosdulwtilerddudtndguo'togcthlawaeatkdhoveeraelninentdIsimmgsIoeytthfoanr past connections due my devotion to my school
TatwAonhPadrbsSoeniutnc’agtmothhmisyatstephiecpeclsyfoc..cnoIofudiurdidsresnene’totwefinxtohmpueelydcyattenetasaarwck, ahiensrmgsIaewnas work. He saw I was a diligent student and took
seboynlcdvoeeuv,rteahlgoinepkdinctgroimtticayakolelwyr,niasonkpsdinwbiehocincoshm.lTeehamedroemrweeaotsof mapnryosbelelfm the time to coach me to chase other areas of my
eipantrndomvicvioreiodssnupsmahaleeinsrnemdtoawofpfhppeeloyarsecitnhsmftosourtdmdueedarnetntiniosstnmcatonotudhltdachtreaeeciramttliivevbederalsyac.ned the life as well. I wasn't efficient with my time
before, though I really tried to be. I always try
hard. I wanted to be satisfied and happy. I
learned how to have enough time to pursue
myself.
I was given a push that changed my life. I’m
also able to get my needs met. When I need a
break from homework, I now take it. I can play
my violin, walk around, or just get out of the
apartment. I must remind myself to take breaks.
I have become more flexible and able through
this. It feels so good to be at peace. I’m grateful
for Mr. Tiderman putting effort in me and seeing
my potential because I learned what will help
me throughout my life. Not every teacher or
person will invest in someone else, and I have
changed because of it. I struggled. I hadn't
known how to be happy. He was the most
influential educator in my life because I learned
life skills and how to be confident in myself.

30

UNDTEHRESTAACNTDS ING

Interview by Mr. Tiderman 12th Grade
Teacher

Given by Camille Chrisman

31

Question: For the No Child Left Behind . Question: Should it be more individual
Act, what then would be considered the based rather than funs go to overall higher
‘standard’? scored school?

Answer: I think larger districts should Answer: I have always thought the NCLB
receive a lower funding (per pupil?) act was a little bit insane. It's premise as I
amount than smaller districts if we are understand it is saying that all students
truly trying to make all education fair. It can achieve at a high level. I'm just a
would cost more to keep a small school teacher, but I think this does not consider
(say 300 kids) open and running IQ. Will a student with an IQ of 90 really
smoothly with qualified personnel than a be able to achieve the same level as a
school of 3000. It seems there would be student with an IQ of 120? Maybe, but
an economy of scale involved here. only in specific areas of strength. The IQ
Certainly, a well-funded school is of 120 will always trump the 90 if both
necessary for good test scores. Lights students have challenging curriculum and
on, doors open, decent teachers with accept the challenge of learning. We
acceptable resources... spend so much energy trying to make
things "fair" that I feel we've missed the
point of individuality. The 90 kid is likely to
be good in something that the 120 kid
finds confusing. Who's to say education
must be math, English and social studies.
Perhaps the education system should
target student's strengths and focus there.
What good is iambic pentameter to
someone who needs to read technical
manuals? It's probably not. Now, this isn't
an argument against some balanced
education, but some common sense
needs to be infused into the planning for a
student's success. Using myself as an
example, I probably didn't test horribly as a
student, but I was not lighting the
academic world on fire. Had the test
included welding, wood shop, drafting and
to a lesser degree electrical concept...
well then, I would have been a standout.
We need to teach and test to our student's
strengths.

32

Question: For the No Child Left Question: What did you like about the
Behind Act, what if the lowest No Child Left Behind Act?
scored school is average? Answer: What I liked about the No
Child Left Behind Act was that it did try
Answer: I'm not sure I to balance the level of education but
completely understand the next missed on teaching a student how to
question, but I think what you succeed in life.
mean is if the funding for the Question: What did you dislike about
lowest school is average? If the No Child Left Behind Act?
that is the case, then there is Answer: What I didn’t like about the No
either a problem with the school Child Left Behind Act was how it didn’t
(staff), the student body, or the teach and test to the child’s learning
test may show a bias against style. This undermined their strengths.
this group. Should more The No Child Left Behind Act seems to
funding be available? Only if it view that all students can achieve at a
goes toward finding the flaw in high level.
the system. A single year's
data is not telling enough to 33
decide if there is a problem

Question: For the No Child Left
Behind Act, do you think it’s Bias
that higher score schools are
provided with more funds than
the schools with lower scores?

Answer: I think your bias
question is only bias if the higher
score schools are receiving
more funding because they have
higher scores. Otherwise, there
are many reasons I can think of
where a school or district
receives more funds than
another. Size of the
school/district should come into
play as well as what are the
citizens of the district willing to
give that is above and beyond
any state or federal funding.

CAMILLE CHRISMAN

NO CHILD
LEFT

BEHIND

34

The No Child Left Behind Act was
replaced by The Every Student
Succeeds Act, which was an excellent
decision. The No Child Left Behind Act
was created to review scores and
compare to other schools to ‘improve
students.’ The No Child Left Behind Act
only measured certain areas and did not
consider the student as an individual.

Everyone has their strengths and The No Child Left Behind Act was
weaknesses. A student who performs made to help disadvantaged students-
better in one subject may struggle in with emphasis in those who were
another. There was also the fact that learning English, special education, the
every child did not didn’t start at the poor and minority, and those lacking in
same level. If the schools where academics. States where required to
measured by an overall performance, test students in math and reading
then it would miss the individual through grades three to eight, and only
account. This changed from an average once in high schools. The results
standard to the individual growth. This where then reviewed. States were to
was replaced by a system that sought to bring up students to a ‘proficient level.’
help the student’s proficiency, not just The Act had its benefits, but it also had
their test scores. The Every Student its flaws. Throughout time these were
Succeeds Act is preferred because the evident through the results and a new
interest toward the individual is Act was created.
recognized, not just the overall school.
The No Child Left Behind Act was
made with the viewpoint that all
students could succeed at a high level.
However, a student with a lower IQ
may not be able to perform at the same
level as a student with a higher IQ. The
No Child Left Behind Act only
measured certain areas and didn’t
consider the student as an individual.
Everyone has their strengths and
weaknesses. A student who performs
better in one subject may struggle in
another.

35

The way students are taught also comes into The key points of The Every Student Succeeds Act
play with the effect of their education. A style of are the emphasis of accountability and the goals
teaching may benefit some students but is not set for the students. The Every Student Succeeds
guaranteed to work for all. Each student learns Act was easier to understand than the No Child Left
differently and will do better under different Behind Act from the message being clear.
circumstances. If the focus was changed to
making the curriculum fair, then individuality The Act also factored on the student and how they
would be missed. can achieve, rather than just their scores.
The No Child Left Behind Act sought to bring up the
How could a test measure this? How could the scores of the underachieving students,
curriculum target the student’s strengths and however, schools seemed to focus more on the test
focus from there? There needed to be a new scores of the students, rather
method to balance the education and prepare for than the student’s proficiency. The No Child Left
the student’s success. Behind Act tried to balance
The Every Student Succeed Act replaced the the level of education but missed on teaching a
No Child Left Behind Act. The Every Student student how to succeed in life. It didn’t teach and
Succeeds act main focus was on test the child’s learning style. This undermined their
accountability. States where to turn in their strengths. The No Child Left Behind Act viewed all
‘accountability plans’ to the Department of students as capable to achieve at a high level, but
Education. States where then to set goals that that the system only tested on certain subjects and
addressed the proficiency on tests, including not their individuality.
the proficiency of the English language
learners, and the graduation rates.

36

The Every Student Succeeds Act guided the Key points of The Every Student Succeeds Act are
students as they learn how to succeed. the emphasis of accountability and the goals set for
Possible bias would occur if The Every the students. It has more focus on the student and
Student Succeeds Act would only be if the how they can achieve, rather than just their scores.
higher score schools are The Every Student Succeeds Act effect on schools
receiving more funding because they have focus turned from testing scores to the overall goal
higher scores. The size of the school and of the students proficiency.
their district should come into account as well

as those living within the district’s boundaries. References

Otherwise, there are many reasons that could Klein, A. (2015, April 10). No Child Left Behind: An
be of where a school or district receives more Overview. Education Week. Retrieved Month Day,

funds than another. Size of the school/district Year from

should come into play as well as what the https://www.edweek.org/ew/section/multimedia/no-

citizens of the area. child-left-behind-overview-definition-summary.html

District are willing to give that is above and

beyond any state or federal funding. The No Klein, A. (2016, March 31). The Every Student

Child Left Behind Act was replaced by The Succeeds Act: An ESSA Overview. Education Week.

Every Student Succeeds Act. Rather than Retrieved Month Day, Year from

focusing on school’s scores it became http://www.edweek.org/ew/issues/every-student-

interested in the individual student and their succeeds-act/

proficiency. No Child Left Behind Elementary and Secondary

The Every Student Succeeds Act focusing on Education Act (ESEA) (n.d.). In U.S. Department of

accountability, and setting goals for the child’s Education. Retrieved March 25, 2019, from

proficiency. While the No Child Left Behind https://www2.ed.gov/nclb/landing.jhtml

Act wasn’t set to the individual, rather the

whole school’s performance compared to Hurst, B., & Choisy, M. (2016, October 29). How No

another school. The No Child Left Behind Act Child Left Behind Left Special Education Students

was made with the viewpoint that all students (and the rest of us) Well Behind. In JOURNEY OF AN

could succeed at a high level. However, a IOWA TEACHER LEADER. Retrieved March 25,

student with a 2019, from https://bradhurstia.com/2016/10/29/how-

lower IQ may not be able to perform at the no-child-left-behind-left-special-education-students-

same level as a student with a greater IQ. and-the-rest-of-us-well-behind/

The No Child Left Behind Act only measured No Child Left Behind (n.d.). In No Child Left Behind?.

certain areas and didn’t consider the student Retrieved March 26, 2019, from

as an individual. There needed to be a new https://webpages.scu.edu/ftp/jready/lbnochildleftbehind

method to balance the education and prepare .html

for the student’s success. Walker, T. (2015, December 9). With Passage of

The Every Student Succeed Act replaced the Every Student Succeeds Act, Life After NCLB Begins.

No Child Left Behind Act. The Every Student In neaToday. Retrieved March 26, 2019, from

Succeeds Act main focus was on http://neatoday.org/2015/12/09/every-student-

accountability. States where to turn in their succeeds-act/

‘accountability plans’ to the Department of Walker, T. (2015, December 9). With Passage of

Education. States where then to set goals Every Student Succeeds Act, Life After NCLB Begins.

that addressed the proficiency on tests, In neaToday. Retrieved March 26, 2019, from

including the proficiency of the English http://neatoday.org/2015/12/09/every-student-

language learners, and the graduation rates. succeeds-act/

37

I grew up in Stockton, California and Michelle
attended college preparatory charter Chandler
schools from first grade through high
school. I have always loved learning and I have had a passion for teaching since I was
these schools helped me foster that love and a child. I often played “school” with my
prepare for a college education and career. friends and was ecstatic when it was my turn
After High School, I attended Brigham to play the teacher. It excites me to see a
Young University-Hawaii. This was a child demonstrate an understanding of a
wonderful experience that helped me specific subject or concept. It is also
solidify what I wanted out of life, both incredibly rewarding to see a child who has
personally and occupationally. I was a struggled, finally make connections and learn
Teacher’s Aide in a second-grade classroom something. At Laie Elementary in Hawaii, I
at the local Elementary School in Laie, worked with a child who had a hard time
Hawaii. I learned how passionate I am about putting sentences together during our English
teaching and how special elementary age subject work time. We worked together for a
students are. couple days, and the next time I saw him he
I have one niece, four nephews, and a had written a full paragraph that had correct
three-year-old little boy of my own. syntax and made sense. I know his regular
Being a mother, I have learned, is a lot teacher did most of the work with him, but
like being a teacher. I am his constant knowing that I helped him even a little bit
guide to understanding the world and made my heart happy. In that classroom I
expanding his knowledge. Being an aunt saw many ways that students learn and came
has been fun and allowed me to watch to know that every child has the potential to
five kids grow older. It has also given excel in school. Not every child has the same
me a lot of time to find ways to learning style; however, good teachers can
understand each child and create find out a child’s style and format the class to
lasting relationships with children of all work for every individual. I am excited every
ages. These experiences have helped day to learn more about becoming a teacher
shape my philosophy of teaching and and work hard to become the best teacher
be able to connect with students. I that I can be.
believe the most important part of 38
being a teacher is being able to create
lasting relationships with your students.
Having a teacher who takes the time to
get to know you personally and you can
trust, shapes the classroom
environment. Students should feel that
their classroom is a safe space where
they will not be judged and can be free
to explore and make lasting
connections with the topics they are
learning.

Teaching through
the years

Interview by Shanna Miller 2nd Grade
Teacher

Given by Michelle Chandler

39

INTERVIEW

Shanna Miller 2nd Grade

Teacher

Given by Michelle Q: How has school funding been a
positive or negative experience for
Chandler you as a teacher? Have you noticed
that high or low funding affects your
Q: What has your cywtQhol:eaauWsltlrsahasrsarcoetphoaboemreore,snlyodpeoniofsuailctilhcrliyaiaicelvitnstesoiy,nsoaeusern students or yourself? Have you seen
ttfheoheaxreapvcseemhu?rioicenrhngecabeelexobcpneoegemrtineiemnteeceaae?scyDiheooirnuegs hstAshtta:uueIvnddreeoeesunnaerntteysssncuupahccosocclioeechlssiaeassrsnm??dtAfhuraelttoyou expectations for success lower as
smuAtean:oaIydnrceethmhresianymttga3IpnI0hacdatyainhvengeeahtrobioscfenocmaefonsymdtley d3tRRhieesResst'msppri:eocoBnctfetswtfieRbuidnelle.eaa ,,Wdnawydnee,dIBrhfeBeeaveevieletwthhise funding for schools is lower?
albssertteaeaucrrduontesmetnidhnet.egssTcaeteuhnaaradcsrnihitceiowunrlghhauoesmnnyeyoIofuyiuorsutr stmhNhtaoouavtptdetoeIobclniehcateainesnsusthhrcaeiacnrareekmllsyionsffhu.petllhtalpoaceted. A: School funding has a major
cwroarfkts. Yaonudswohoantldeoarenswn'ht!at impact on morale, and I learned this
personally about eight years ago.

When we were going through the
recession, there were a lot of funding
cuts that happened at the state and
district levels. My salary was cut
drastically, janitors and aides were
let go because of funding, and
because they were let go, the
teachers were left to pick up the
slack. It was not a good time for me
or for the school district and there
were times I was ready to bail! I am
glad I stuck it out though and things
have gotten much better in the
school district. It has taken years for
my salary to recover, but it is finally
back to where it should be. So, to
answer the question, Yes! Funding
has a huge impact on teacher and
student morale, because It will trickle
down from the teacher to the
students eventually.

40

Qth:eWbheastthsatvaendyaorudffoournd is Qex: pWehriaetnhcaesbyeoeunr in Q: How has school funding been a
yAsseotun: uIucgdfcateeegoensetltsdhts?hiasaaWnrdtdehiwsaahchctigoetshvinvtleeyerplyys? led ttetshehwxeeapitceycchreohiieanminnrgmsgcm?eotSoensutwnchceoiohtwrdceaeshsrionyvgoeutror positive or negative experience for you
tm llIeehtaaeewrranntinleilanihnangacgd,vhttreehoereamt’syhleoeamtmremb.geoAorrleismnogo,rteo. acCAsfth:ofaTamenhncdmegtaeochr,nudobrswCuriftocworiutreelutsmtemheaaoacsyuchulhdicn;hngoa. ts as a teacher? Have you noticed that
alealeetcxaamphrriennoecisvbntpeegahmstpetiloearinennyst,aa.a, cnnSbleditagausloptds,vaereorntotfisomnr gcmugosoreoilonltuadhgpbotsaoed.rvas aIactdarihoonieenyftrwesyaeanoslydfhh,otssoeumuwalcdaechlhvbl aeiensrg, high or low funding affects your
lcPeeoneamvrrhinrfaioonpnrgstmactebuhnlreevtb.eaingfdogrepmsotseithivaes aintmhreeapvtrelootrtvesseatocotfhhpegelerrirseacarsrnthaiionfdtuge.latdToshoeuret students or yourself? Have you seen
tbfdeeeoeceehlnsgnntoo'htoleordgeintyaeclilanryectcahehsianaecgndhguiens.ge.  oI f there. expectations for success lower as
funding for schools is lower?
A: School funding has a major impact
on morale, and I learned this personally
about eight years ago. When we were
going through the recession, there were
a lot of funding cuts that happened at
the state and district levels. My salary
was cut drastically, janitors and aides
were let go because of funding, and
because they were let go, the teachers
were left to pick up the slack. It was
not a good time for me or for the school
district and there were times I was
ready to bail! I am glad I stuck it out
though and things have gotten much
better in the school district. It has taken
years for my salary to recover, but it is
finally back to where it should be. So,
to answer the question, Yes! Funding
has a huge impact on teacher and
student morale, because It will trickle
down from the teacher to the students
eventually.

41

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A TEACHING TREND IN EDUCATION

THE STUDY
BEHIND SIOP

BY MICHELLE CHANDLER

42

Lets Use SIOP

BY MICHELLE CHANDLER

“Students from non-English-speaking devised a plan of how to address these new
backgrounds represent the fastest-growing statistics. Researchers and professionals
subset of the K–12 student population. In the looked to “sheltered instruction”, a form of
2003–2004 school year, 5.5 million school-age instruction that had been being used for years
children were English language learners with much success.It was a program that
(Leos, 2004)—up nearly 100 percent from a “sheltered” English language learners from
decade earlier, although total enrollment their peers, in order to get them the individual
increased only slightly more than 10 percent help they needed to learn the English
during that time” (Short & Echevarria, 2004). language. However, professionals wanted to
The above report is truly astonishing in the be able to integrate these English language
eyes of a teacher who is looking to better learner students with their peers in schools.
herself and her classroom. Any professional However, they knew this would only come with
can see that statistics such as these have a shift in current teaching curriculum.
come to shape the education system we have “Sheltered English instruction has come to
today. Professionals in education have mean a set of practices valuable to all
needed to adopt new methods of teaching to teachers in helping ELLs learn English and, at
accommodate these new students. It is the same time, learn content material in
important that every child gets the support and English” (Brown University, 2019). The
education that they deserve, but how is this components of the Sheltered Instruction
possible when there are two groups of Observation Protocol (SIOP) are preparation,
students in one classroom, English native, and building background, comprehensible input,
non-English speaking students? strategies, interaction, practice/application,
lesson delivery, and review/assessment.
Because of the high importance of this “SIOP teachers use the regular core
situation and the questions it poses; there has curriculum and modify their teaching to make
been much research done about this topic. the content understandable for ELLs while
How are we to give the same amount of aid to promoting these students' academic English
all our students? Is it possible to teach these language growth” (Short & Echevarria, 2004).
two diverse groups at the same time? How will Let’s take a closer look into the eight
the classroom dynamic shift? All of these components of SIOP to understand how this
questions were brought to the table as curriculum is organized.
researchers and educational professionals

43

Preparation Comprehensible Input

An essential part to all students’ learning is This level of the SIOP model is where
having a teacher who is well prepared and teachers focus on adapting their
confident on the content they are teaching. language and lesson content to fit the
There is no exception for the teachers of current needs of their students. If their
ELL students and their classrooms. students are beginning ELL students,
Teachers need to be prepared to teach their language will be much simpler than
ELL students in ways that are meaningful if they are nearing the end of their ELL
to them and will promote learning in a program. Instructors will “use a variety
positive way. Learning a second language of techniques to make content concepts
can be difficult and frustrating for young clear [such as] modeling, hands-on
children; having a teacher who is not materials, visuals…film clips…”
prepared, clear, and confident in their (Echevarria, Vogt, & Short, 2002).
instruction will only lead to more student “Simple visual tools such as maps with
frustration and confusion. SIOP symbols or drawings, timelines and
encourages all teachers to look at their visual timetables will help a pupil to feel
students as individuals and learn how their less dependent on others and more
students think and process information so confident” (Graf, 2011).
that the material introduced will be
meaningful to the students. Building Background

The way that students learn is part of a
process in the brain of making
connections from what they already know
to the new information they have been
exposed to. They must fit this new
information somewhere, and in order to
have that information stored in their long-
term memory (learning) they need to
make meaningful connections. The
purpose of building background for
students is to create a channel for them to
make these meaningful connections. Part
of this is for instructors to make sure that
the language they are using and the way
they are giving instruction is clear to their
students in connection to what they
already know.

44

Strategies They will need more time than English native
students to ponder the material being
Teachers all over the country use covered in the classroom. Using peer
many strategies to help engage activities is a great way to help them talk out
students and aid in their learning. loud about what they are thinking. However, it
The most popular and effective is also important that they feel like a valued
engagement strategies utilize participant in the classroom. Giving them the
partner and group activities. “Peer time and encouragement they need is
support is important to all pupils new necessary to their commitment for success.
to a school and even more so to
someone who has arrived from a Practice/Application
different country and cannot speak
the language” (Graf, 2011). Allowing In teaching literacy, it is vital to use
the students an opportunity to share practice and repetition to help students
with their peers what they are learn the conventions of reading and
learning is a great way to boost a writing. This is the same for English
classroom community while helping language learners; these students need
students store new information into repetition and practice to solidify the
their long-term memory. It is also concepts they are learning. Expanding on
important for teachers to use higher the idea of practice is the idea of applying
level thinking questions whenever what students are learning to their own
possible to help their ELL students lives. This is the overarching idea of being
think more deeply about what they able to see an ELL student perform well in
are learning. the classroom and then seeing that they
go home and continue to practice English
Interaction and strive to become more proficient. If a
teacher is truly successful with her
A successful teacher is one who allows her students, the students will have a desire to
students time and opportunities to ponder and strengthen their skills.
internalize questions and new material. English
language learners are learning content while
simultaneously learning a new language.

45

Providing hands-on materials and activities in References:
the classroom can be useful in engaging Graf, M. (2011). Including and supporting
students and showing them real-life learners of English as an additional
applications to what is being taught. language.
Connecting abstract classroom lessons to the [electronic resource]. New York:
students’ physical world is an important step Continuum International Pub. Group, 2011.
in their learning, especially for English Freeman, D., & Freeman, Y. (1988).
language Sheltered English instruction.
Brown University. (2019). Sheltered
The SIOP model is so well adapted to fit the English Instruction.
needs of the many English language https://www.brown.edu/academics/educatio
learners in today’s education system. All n-alliance/teaching-diverse-learners/s
teachers, current and future, need to be trategies-0/sheltered-english-instruction-0
aware of the strategies used to help students Echevarria, Vogt, & Short - Compiled by
learn important curriculum while the Bilingual and Compensatory Education
simultaneously learning a new language. Resource Team, Dearborn Public Schools,
“Our research has shown that with 2002.
appropriate training, teachers can help D. Short and J. Echevarria - The Best of
English language learners master academic Educational Leadership 2004-2005 (62: 8-
content and develop academic literacy skills 13).
that lead to school success” (Short & V. Girard and P. Spycher - From Aiming
Echevarria, 2004). It is important to High! a Sonoma County Office of
remember that these students are Education
completely capable of success. The first step publication.
in any teaching career is the belief that any
and every student can succeed.

46

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