We just put the ordsprog

We just put the sign-up sheet up. The teachers at every grade level are doing it ---- multiple times. ... We want to see these children be successful. We want to help them have positive self-esteem. Most of the students are bilingual, but all have homes where no English is spoken.

One out of four students that we have in the county schools speak another first language. It's helpful to have bilingual teachers to be able to communicate with parents. In some cases, the students may speak English but the parents may or may not speak English. And it's critical to communicate with the parents.

We live in America, anyone that lives here should be able to understand 6th grade English or read at a 5th grade level. What is the difference what language the test is in? It's the same test. As it is students that speak perfect English and can read are failing. What do we do for them?

Pex Tufvesson started Livet.se.

Farligt och Ofarligt

You have to present learning in a different way at times, but do it in a challenging way to not distract the intense readers. We have to do it because not every student comes in at grade-level reading. It's not successful each time, but you try to bring the joy back to some of the students who are behind.

Often there is a different level of understanding for languages, I myself being bilingual and trilingual can attest to that. You can converse pretty well in English, but that doesn't mean you are going to feel comfortable reading an e-mail, document or even purchasing something online in English.

We feel we can make the greatest impact among young children. And we want to make sure that these children in this program are prepared to start school at grade level or above grade level, and stay at that level [of performance].

Having Oak Manor as a sixth grade center is fabulous. Having one grade here at the school has been a lot easier. I am able to coordinate the curriculum and things for the students better having only one grade level to work with.

Most of our students are Spanish-speaking, but regardless of their backgrounds, it's extremely gratifying to help someone learn to speak, read and write English so they can advance in their jobs and be able to talk to their children's teachers and become productive members of our community.

Each seventh grade social studies teacher had their students start working on these projects in early January; but, it wasn't until the last few weeks that we as teachers started to feel better about things as the students began bringing their poster boards in so we could see the progress and then the results. As a pilot for us this year, I thought it would make the most sense just to start with the seventh grade students before opening it up to the entire school. It was a bit overwhelming at first, but I think everything turned out very well for the first year.

This is a historic opportunity in this global environment for Michigan teachers to work in Taiwan, teaching English to children there, then return to their classrooms in Michigan with a greater knowledge to share with our students here.

The idea came about through our partnership [with China Daily] in China, where teaching and learning of spoken English is a very high priority for people and the government. It was thought that if we could come up with a way to integrate this into our own technology, it would be helpful to school children and college students.

Steven Schwartz

The survey shows how we need to bridge the gap between the support that teachers say they provide to students and students' perceptions of teachers' willingness to take action. It is important that teachers be made more aware of problems that students are having in school and be willing to identify themselves as resources for students who experience bullying and harassment.

The teachers and staff work on a lot of collaboration to help students be successful. Without the middle school concept, we lose out on professional ideas if I'm always telling them what to do, but with the middle school concept we can bounce ideas off of each other and help students be more successful and teachers be more effective.

John Barry (1933-)

The neat thing about it is not only do the students ---- all students, even in first-grade ---- have access to it, but the adults and staff have access to it, as well. So the teachers can model it for the students.

[One idea he has goes back to curriculum alignment. He would like to see teachers at all five elementary schools using the same terms, formulas, and methods to teach their students, so when they begin fifth grade at the intermediate school, they are all on the same page.] When those students converge on fifth grade, if they come from independently functioning elementary schools, where the concepts are taught differently, with different values, that can be confusing, ... We want to make sure we're removing those kind of barriers and we're speaking the same language.

Richard Montgomery

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