Nestled quietly in the heart of South Laurel, Faith Baptist Christian School’s mission is to reveal God’s truth in all academic areas and to bring the good news of salvation through Jesus Christ to all students and families, making fully devoted disciples of all believers.
The Faith Baptist Christian School has programs for children ranging from Preschool, Kindergarten, Elementary (Grades 1 to 5), and Middle School (Grades 6-8). We seek to provide our students with a quality Christ-centered education while meeting their physical, emotional, and spiritual needs.
Clipboards have proven to be a very effective studying tool for students of all ages. Strong knowledge of clipboards existed long before the Civil War, using almanacs and other time-saving methods. Before the invention of the ScannerEasy in 2003, most teachers would have utilized a blackboard or a writing surface in the classroom. The invention of the scanner showed that we were moving beyond the eras of traditional blackboards, which were usually made of slate. The invention of the interactive whiteboards was a product of the love and connection between teachers and students that was established through the ’90s.
EJT ( Examination Journal Teacher) says, “Computers are a big part of teaching these days. If you have students in your study circle, you’ll be able to keep everyone connected. As students start to feel more and more overwhelmed, you have a supply of Clipboards with all of their course notes in one place. ”
Students and teachers alike have benefited from the scanner’s ease of use and the interactive whiteboard’s ability to give teachers tools beyond those available through the regular blackboard. These preschool electronic tools, used interactively, help children to improve their focus and grasp of basic lessons learned in the classroom.
Using the scanner and the IWB, teachers are able to locate specific files or folders that students have created on their computers and transfer these lessons to the computer. A video demonstration of how to do this can be viewed on the IWB’s website.
Many schools are now using the IWB’s software to engage students in learning activities outside of the classroom. The tool is now being used to help with lessons in math, science, English, and history. Students read the lessons on the IWB’s website and move forward through the lesson on the scanner’s interactive whiteboard until all points are complete. This method of learning makes use of the brain’s natural ability to move from one activity to another. The ability to seek and find what is being taught at any time during a lesson is a key skill to have in this type of classroom.
Another benefit of the IWB is the ability to give feedback to both the students and teachers. The class can be interactively managed through the use of student and teacher thoughts, as well as elicitation of answers from the students. This helps everyone share and think about what they are learning with the teacher. As a teacher, the ability to use the IWB to prompt students with questions related to the lesson is a welcomed tool that makes the classroom more interactive.
For many people, even the concept of writing on a whiteboard is foreign. Students or teachers who have never used a whiteboard before may be intimidated, but this is not a skill that needs to be learned. For students who have been using a marker, chalk, or dry-erase board, this new concept is easy to use. All it takes is a demonstration and some training. Scanning, copying, and coloring are all skills students will have in due time.
For teachers, the Interactive Whiteboard provides an engaging medium to teach subjects and concepts that can be difficult to engage students within the classroom. The resources can be used to engage students in independent work, or collaborative work where students ask questions and the teacher creates a resource to answer the questions.
IWB resources can be used to help engage students in learning objectives or content specific to each lesson type. Students can be made consciously aware of the skills they have developed throughout the lesson by the use of simulations, which staff can design depending on the objectives of the class.
IWBs are not designed as a medium for face-to-face classroom interaction. They can be handed out to students and privately used by teachers. The IWB is a flexible teaching resource that can be used in any environment. It draws on the many forms of input such as sound, video, animations, and special effects, and the range of learner knowledge and attitudes.
The role of the teacher is very different from the traditional methods used in the classroom. Students are more involved in the material, and it is designed to appeal to a wide range of learner knowledge and attitudes. The way that the patient is treated and the way knowledge is learned by students is different from the traditional classroom.
The learning tasks in an interactive whiteboard activity are very different than the traditional tasks used in the classroom. Interactive activities should be designed as such to remove the need for a whiteboard in the traditional classroom.
Students should be encouraged to be independent thinkers and to have fun during interaction tasks. This can be done by allowing them to make their own assignments and controlling the pace and timing of the learning. Pacing aspects of the tasks should be set such that the tasks are easy to complete.
“Education is the most powerful weapon which you can use to change the world.”
In this ever-changing environment, with ever-changing laws and values, is it any wonder that people, especially parents, are opting to homeschool their children? Never say that it’s because they’re being lazy or that they don’t know better. On the contrary, most parents see education as the ongoing process of learning and understanding that needs to happen in order to prepare their children to be rightful members of society.
So what is holding the education system back? As parents, we want to ensure that our children receive the best quality education possible. But given that all children learn differently, what is the best way to teach them? And how can we determine what is the best?
The Information Age
Today, information is king. The Internet has made the learning process much easier than it ever has been before. Students can get their hands on any book, tutorial, tutorial video, etc. with a click of a mouse. But while this is a great way to get information, it can also be a great tool for teaching. This is because; the more the student learns, the more prepared he/she is for the real world. This is because; the more the student learns, the more successes and insights he/she will have. It’s circular. And since we (as parents and teachers) want the students to be successful, it is of utmost importance that we provide them with the best possible education.
So how does one go about this? The world is changing faster than we can ever understand. We are implementing new laws, guidelines, systems, and ways of doing things at a staggering speed. At the end of the day, this means that we have to be equipped to learn and adapt in order to accomplish our main aims and objectives. If we can’t do this then we are finished. We can’t be successful in providing kids with the best possible education and we are all doomed.
We need to adapt and change with the times. It is a simple fact that the world around us is changing in a way that we can’t always predict what the future holds. Sometimes we make mistakes that lead to others making similar mistakes and get trapped into repeating the same mistakes. The Education and Learning Paradox is an example of this. Adopt an “ailment approach” to learning and teaching. The difference between “ailment” and “educo” is that “educo” basically means learn by placing the student in an environment that supports learning. “Induce learners to become independent learners by setting up situations that threaten tension and/or provide extra pressure” is another way of putting it. By doing this, the teacher not only arms the learner with knowledge but also creates a desire to learn.
Make Use of Probable Outcomes
Studies have shown that most people believe that success is a direct outcome of their efforts and not a result of instruction. This is easily countered by using “possible outcomes,” which are outcomes that have not been pre-determined. For example, if the teacher did not teach the students what they needed to incorporate boys into their lessons by using the scenario, but instead created a situation where the students learned that they needed to get used to and enjoy using computers, the outcome is more likely to be “used to the computer.”
Also, teachers can use possible outcomes created by the students to drive their instruction. For example, if the students learned that they needed to take notes in class because this is what the teacher will do next, the teacher’s next step will be to create a writing assignment where the students must research information using the teacher’s examples. The completion of this writing assignment will mean that the students understand how to produce a list. Another outcome created by the students will mean that the teacher will demonstrate how to get students to produce research and lists by breaking down their instructions.
Create a Learning environment with Learning Objectives and Practice Tests
overloaded with information? The solution is to create a setting where the students and teacher can focus on the most important information first, or go over fluff that is not related to school. misunderstood? Think about it- the teacher did not teach the students about the difference between Mainstream and the Internet. He or she did not even teach the proper use of punctuation so the students could know how to correct it. Perhaps worst of all, the teacher attempted to teach the creation of a library, when most of the material is written from the perspective of the Internet.
Perhaps it’s time to honestly assess our educational system and determine what we need to focus on. Perhaps focus on the differences that exist, and perhaps we just need more training on the similarities. I for one highly value the Internet and use it every chance I get.
By the end of the 1700s, most schools in Britain had a policy of allowing children to choose between wearing a uniform or a practice uniform. The reasons for adopting the practice uniform were to emphasize that schooling was not just for the upper classes but was also open to all, to emphasize the importance of discipline, and to provide a sense of belonging.
The benefits of school uniforms were numerous. They included reducing the incidence of school violence and improving the self-image of both pupils and teachers.
Advice on wearing a uniform Despite the introduction of a uniform policy, some parents are still unsure about the importance of wearing a uniform. They argue that as long as their children are wearing make-up they are still ‘wearing a uniform’. They also state that they object to being made to feel uncomfortable in a certain way and do not want to be subjected to the situation where their driver’s license is taken away.
The police and schools themselves have admitted that there are disadvantages involved in requiring uniforms. These are that casual attire can be seen as trendy and that pupils and teachers tend to ‘opt-out of wearing formal uniforms for various reasons. These include:
The school could argue that there is a constant make-up factor which is a reason why teachers require make-up artillerists to wield wands because make-up does in fact render the pupils less visible. They must, however, be conscious of Mr. Kent’s wishes as Jimmy’s marks are vital as he cannot be identified as a prospective groomed subject – particularly if he is sent to live away from school – and the temptation may well be to send him to live with one of the children with developments.
Jimmy’s teacher comments add to the strategy of the school: ‘I would have decided it was more practical for Jimmy not to wear his uniform but I would have had problems if I did not.
Furthermore, wearing a uniform – a turncoat – also means that pupils are no longer allowed to talk, play, laugh, or even whistle (to be considerable) – because that is the language of the day.
Jimmy’s demotion from regular class to special teaching also means that he will receive better support and have a sense of belonging to the curriculum and team. It also means that he can be given more time to work on his core subjects – rather than just spending a few more minutes in the busy spring break periods by the swimming pool! And importantly it means that Jimmy can be regarded as a more special and valuable pupil by the staff who will then commit time and energy to watch him achieve in lessons and clamber to success.
Jimmy’s teachers are also very familiar with his challenges and have several tools with which to help him achieve success in school. This includes verbal directives, changes in work, and consideration of alternative learning routes. So, although his challenges are clear and he is aware of them, it is difficult for him as a 12-year-old to fully commit to the teaching in the first grade, especially with the knowledge that he is expected to provide 25% of class time. This is why he is doing so well in the senior infant class.
Early years special needs schools In recent years, there has been a significant increase in the availability of Early years special needs schools (ENS). These special schools are designed to provide very young children with the necessary support and care so that they can enjoy successful school lives and development for many years into the schooling system.
One of the most significant changes that teachers in the Early years of special education have to offer their pupils is to help them to become more independent and to manage their own time. This involves a novel concept in comparison with those pupils who have developed their skills in the traditional way: the teachers encourage the children to make up their own mind, and tackle problems, and manage their time by means of their own goals. They demonstrate to the child that they can be decisive and that their decisions matter. Pupils who have been taught this way (whether or not they have been mainstreamed yet) frequently reject strategies where the teacher is the judge and jury of who should or shouldn’t be accepted etc because they have been taught that they can succeed on their own terms.
It is important for parents to assess the services which are available at the schools they are considering choosing for their children. A brief Google search will reveal that there are a variety of services that parents can use to assess the learning and social skills of their child before they formalize their offer to sell their child into school. But don’t forget to ask plenty of questions about how the school will monitor and evaluate the success of the service!