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My Experience in Elementary School

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Spring Road Elementary School’s Improvement Plan Essay

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Introduction

Specific needs for improvement, goals to achieve the improvement plan for the black students, interventions/strategies, equity considerations.

Spring Road Elementary School provides a student-centred learning environment that aims to improve academic performance and student’s social and emotional well-being. The school has an enrolment of 274 and an additional 4% space left for new enrolment (Wisconsin Department of Public Instruction, 2021). The 2020-21 annual report indicates poor performance from both the summative and formative assessments. The continued lower performance will likely jeopardize the school’s enrolment by ruining its reputation. Although there are notable improvements in Mathematics and English, the increased absenteeism and lower graduation rates put the school in the limelight and require a feasible plan to improve. This school improvement plan focuses on all the key areas of improvement and lays down strategies for improving the school’s score.

Spring Road Elementary School’s initial step is to conduct a need assessment. The report was evaluated on a two-pronged strategy to determine how the summative and formative assessment results displayed the unique improvement needs. A need assessment is an indispensable tool that institutions can use to understand a specific problem and offer an amicable solution to it (Klein & Schwanenberg, 2022). Spring Road Elementary school’s absenteeism rate is a formative assessment result which rose from 4.6% in 2017 to 10.2% in 2020 (Wisconsin Department of Public Instruction, 2021). The increased absenteeism is a unique need that must be addressed for the school to achieve its goal. The goals aim to eradicate all the causes of absenteeism and encourage students to have a 100% attendance rate.

Academic performance is an important summative assessment result that determines how well a school performs. The graduation rate is an important parameter that parents and sponsors can use to determine whether to take their children to school or not. Spring Road Elementary school report shows a graduation rate of 52.4% (Wisconsin Department of Public Instruction, 2021). The rate insinuates that almost half of the students perform dismally and do not achieve the required graduation threshold. The formative and summative assessment results complement each other and explain why graduation rates are low. The strategy to improve must address all the root causes of poor performance. The need assessment outcome is summarized in the graph below.

The poor performance at Spring Road elementary school is attributed to absenteeism especially the blacks and the economically disadvantaged students. The higher rate of absenteeism may be due to student’s inability to be involved in school activities. Lack of student involvement in school schedules, poor or inadequate social activities, poor academic performance and health are the major causes of school absenteeism (Butler et al., 2021). The antidote to the absenteeism challenge is getting the students involved in school activities and work. Once the students fully participate in school activities, they will likely enjoy attending school. Engaging students in the learning process and other school activities motivates and increases their performance by expanding their critical thinking capacity. Students’ engagement increases the degree of curiosity, passion, optimism, interest, and attention when taught (Jie et al., 2019). Consequently, the knowledge transfer rate increases and the students perform better as absenteeism is reduced. The key SMART student engagement goals for Spring Road Elementary schools are:

• In the 2022/2023 academic year, student-teacher interaction will be increased inside and outside the classroom by developing platforms to increase communication.
• Students will be involved in personal engagement and SWOT analysis to understand themselves in relation to the world and find their place.
• In the 2022-2023 academic year, the school will increase the social activities and bonding between the students and their class attendance rate.

The management and staff of Spring Road Elementary School will work together to ensure that the absenteeism rate is reduced to 0% to improve school performance. The key interventions are broken down into the key areas of improvement, the people accountable for each action, the time frames for achievement, and the monitoring and evaluation to ensure all targets are achieved. Tables 1, 2, and 3 offer a breakdown of the three key smart goals to be implemented for improving school performance. Each intervention is broken down into key activities and the people in charge of the implementation plan. Further, the evaluation and monitoring process is described in detail. After the implementation of the three strategies in the 2022/2023 academic year, student improvement will be recorded.

Table 1.First Smart Goal to Improve Class Attendance for Black Students

The school is multicultural as it has students from different races, and its equity policy requires that all the students benefit from the programs. Each student, regardless of race, is given an equal opportunity to participate in the games and other activities to improve student-teacher interaction. It is prudent to note that all the games played in class must first be discussed by the teachers to ascertain that all practices and proposals are culturally responsive. Once teachers develop a positive relationship with students, the rate of absenteeism will reduce, and the teachers will have a chance to develop a positive relationship with the teachers (Galindo et al., 2022). Consequently, academic performance will increase, and the graduation rate will improve. Further, all games must be designed to meet the needs of the students and promote their well-being.

Table 2. Second Smart Goal to Improve Students Personal Engagement among the Blacks, Whites, and the Economically Disadvantaged

The smart goal aims at improving students’ behavioural, emotional, and cognitive abilities. However, equity is key to ensuring that all students have equal opportunities to develop their well-being in the discourse. Students from different backgrounds may have different beliefs, and the practice in achieving the strategy must therefore be culturally aligned. Before implementing the target objective, the teachers must impart cultural awareness and competence. The learning techniques and strategies should focus on students’ beliefs and relate to their racial identity. The games and classification must never discriminate against students based on race, gender, or background (Galindo et al., 2022). Further, the teacher must hold every student in higher esteem and diversify the curriculum to meet the needs of the students. When students feel that they are part of the class and that their presence is valued, absenteeism will be reduced, and their performance will improve in the discourse.

Table 3. Third Smart Goal to Improve Social Interaction for the Blacks and the Economically Disadvantaged

Equity in the classroom and the school is key to eliminating the barriers facing students and making them achieve their specified targets. When conducting social activities, equity must be addressed to ensure students are not disadvantaged by their race, immigration status, culture, religion or ethnicity. The implementation of social activities to improve student engagement. Unlike equality, where students are treated equally and given similar tests, equity investigates the special needs of students and offers specialized tests which are key to making the student succeed (Galindo et al., 2022). The activities conducted must therefore be scrutinized for cultural competence to improve students’ performance without jeopardizing the student’s well-being. Student participation is key from the start of the events to get them involved. When seeking responses, the teachers must use random strategies to ensure all students feel equal and be more productive in class and other activities. Further, the assessment strategies for social activities should not be fixed on one method. Instead, multiple assessment strategies must be used to ensure that different styles of learning are accommodated.

Spring Road Elementary school has not recorded positive results in the previous years. The analysis of the reports proved that the key cause of poor performance is absenteeism. As students miss school, their academic performance declines. The antidote to improving students’ performance is to increase student engagement at school. Student engagement is a unique way of ensuring that students participate in the activities involved in the school’s day-to-day running. The three key goals are geared towards increasing student engagement by improving the interaction between students and teachers, amongst students themselves, and personal engagement to make students understand their weaknesses and seek remedies for the same. The plan will be successful as all the teachers are trained on their respective duties, and the plan includes evaluation.

Butler, M. G., Church, K. S., King, G. H., & Spencer, A. W. (2021). Do Your Students Know What They Do not Know? An Accounting Competencies Strategy . Issues in Accounting Education , 36 (4), 207–230.

Fernandez-Rio, J., de las Heras, E., González, T., Trillo, V., & Palomares, J. (2020). Gamification and physical education. Viability and preliminary views from students and teachers. Physical Education and Sport Pedagogy , 25 (5), 509-524.

Galindo, C. L., Brown, T. M., & Lee, J. H. (2022). Expanding an Equity Understanding of Student Engagement: The Macro (Social) and Micro (School) Contexts . Handbook of Research on Student Engagement , 383-402.

Jie, Z. L., Ying, Z., & Zhao, M. Z. (2019). The correlation between students’ mathematics learning engagement and their academic performance in junior high school. Journal On Education , 2 (1), 205–219.

Klein, E. D., & Schwanenberg, J. (2022). Ready to lead school improvement? Perceived professional development needs of principals in Germany . Educational Management Administration & Leadership , 50 (3), 371-391.

Tsai, M. N., Liao, Y. F., Chang, Y. L., & Chen, H. C. (2020). A brainstorming flipped classroom approach for improving students’ learning performance, motivation, teacher-student interaction and creativity in a civics education class. Thinking Skills and Creativity , 38 , 100747.

Wisconsin Department of Public Instruction (2021) Spring Road Elementary Neenah Joint Report Card, 2020-21 . Neenah Joint, Wisconsin: Public Report.

• Student Disregard and Behavior Analysis
• The “Pedagogy of the Oppressed” Book by Paulo Freire
• Differentiated Lesson in the Elementary Classroom
• Adolescents with Learning and Behaviour Disabilities: Graduation and Employment Difficulties
• The Importance of Family and Community Engagement in Elementary Schools
• Exploring the Vestibular Sense: A Lesson Plan
• Manzano's Tips for Teachers to Use in Classrooms
• Letter Grades Should Be Replaced With Pass or Fail
• Teaching Preschool Children
• Teacher's Responsibility: A Responsibility of Teacher Educators
• Chicago (A-D)
• Chicago (N-B)

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• Our Mission

Big Ideas for Better Schools: Ten Ways to Improve Education

Ideas for students, teachers, schools, and communities.

Fourteen years ago The George Lucas Educational Foundation was created to celebrate and encourage innovation in schools. Since then we have discovered many creative educators, business leaders, parents, and others who were making positive changes not only from the top down but also from the bottom up. Since that time we have been telling their stories through our Web site, our documentary films, and Edutopia magazine.

Along the way, we listened and learned. Nothing is simple when strengthening and invigorating such a vast and complex institution as our educational system, but common ideas for improvement emerged. We've distilled those into this ten-point credo.

In the coming year, we will publish a series of essays that further explores each aspect of this agenda, with the hope that those on the frontlines of education can make them a part of their schools.

1. Engage : Project-Based Learning Students go beyond the textbook to study complex topics based on real-world issues, such as the water quality in their communities or the history of their town, analyzing information from multiple sources, including the Internet and interviews with experts. Project-based classwork is more demanding than traditional book-based instruction, where students may just memorize facts from a single source. Instead, students utilize original documents and data, mastering principles covered in traditional courses but learning them in more meaningful ways. Projects can last weeks; multiple projects can cover entire courses. Student work is presented to audiences beyond the teacher, including parents and community groups.

Reality Check : At the Clear View Charter School, in Chula Vista, California, fourth- and fifth-grade students collected insect specimens, studied them under an electron microscope via a fiber-optic link to a nearby university, used Internet resources for their reports, and discussed their findings with university entomologists.

2. Connect : Integrated Studies Studies should enable students to reach across traditional disciplines and explore their relationships, like James Burke described in his book Connections. History, literature, and art can be interwoven and studied together. Integrated studies enable subjects to be investigated using many forms of knowledge and expression, as literacy skills are expanded beyond the traditional focus on words and numbers to include graphics, color, music, and motion.

Reality Check : Through a national project called Nature Mapping, fourth-grade students in rural Washington learn reading, writing, mathematics, science, and technology use while searching for rare lizards.

3. Share : Cooperative Learning Working together on project teams and guided by trained teachers, students learn the skills of collaborating, managing emotions, and resolving conflicts in groups. Each member of the team is responsible for learning the subject matter as well as helping teammates to learn. Cooperative learning develops social and emotional skills, providing a valuable foundation for their lives as workers, family members, and citizens.

Reality Check : In Eeva Reeder's tenth-grade geometry class at Mountlake Terrace High School, near Seattle, student teams design "schools of the future" while mentoring with local architects. They manage deadlines and resolve differences to produce models, budgets, and reports far beyond what an individual student could accomplish.

4. Expand : Comprehensive Assessment Assessment should be expanded beyond simple test scores to instead provide a detailed, continuous profile of student strengths and weaknesses. Teachers, parents, and individual students can closely monitor academic progress and use the assessment to focus on areas that need improvement. Tests should be an opportunity for students to learn from their mistakes, retake the test, and improve their scores.

Reality Check: At the Key Learning Community, in Indianapolis, teachers employ written rubrics to assess students' strengths and weaknesses using categories based on Howard Gardner's concept of multiple intelligences, including spatial, musical, and interpersonal skills.

5. Coach : Intellectual and Emotional Guide The most important role for teachers is to coach and guide students through the learning process, giving special attention to nurturing a student's interests and self-confidence. As technology provides more curricula, teachers can spend less time lecturing entire classes and more time mentoring students as individuals and tutoring them in areas in which they need help or seek additional challenges.

Reality Check : Brooklyn fifth-grade teacher Sarah Button uses exercises and simulations from the Resolving Conflict Creatively Program with her students, helping them learn empathy, cooperation, positive expression of feelings, and appreciation of diversity.

6. Learn : Teaching as Apprenticeship Preparation for a teaching career should follow the model of apprenticeships, in which novices learn from experienced masters. Student teachers should spend less time in lecture halls learning educational theory and more time in classrooms, working directly with students and master teachers. Teaching skills should be continually sharpened, with time to take courses, attend conferences, and share lessons and tips with other teachers, online and in person.

Reality Check : Online communities such as Middle Web, the Teacher Leaders Network, and the Teachers Network bring novice and expert educators together in a Web-based professional community. The online mentorship gives novice teachers access to accomplished practitioners eager to strengthen the profession at its roots.

7. Adopt : Technology The intelligent use of technology can transform and improve almost every aspect of school, modernizing the nature of curriculum, student assignments, parental connections, and administration. Online curricula now include lesson plans, simulations, and demonstrations for classroom use and review. With online connections, students can share their work and communicate more productively and creatively. Teachers can maintain records and assessments using software tools and stay in close touch with students and families via email and voicemail. Schools can reduce administrative costs by using technology tools, as other fields have done, and provide more funds for the classroom.

Reality Check : Students in Geoff Ruth's high school chemistry class at Leadership High School, in San Francisco, have abandoned their textbooks. Instead, they plan, research, and implement their experiments using material gathered online from reliable chemistry resources.

8. Reorganize : Resources Resources of time, money, and facilities must be restructured. The school day should allow for more in-depth project work beyond the 45-minute period, including block scheduling of classes two hours or longer. Schools should not close for a three-month summer vacation, but should remain open for student activities, teacher development, and community use. Through the practice of looping, elementary school teachers stay with a class for two or more years, deepening their relationships with students. More money in school districts should be directed to the classroom rather than the bureaucracy.

New school construction and renovation should emphasize school design that supports students and teachers collaborating in teams, with pervasive access to technology. Schools can be redesigned to also serve as community centers that provide health and social services for families, as well as counseling and parenting classes.

Reality Check : The school year at the Alice Carlson Applied Learning Center, in Fort Worth, Texas, consists of four blocks of about nine weeks each. Intersession workshops allow its K-5 students time for hands-on arts, science, and computer projects or sports in addition to language arts and math enrichment.

Communities

9. Involve : Parents When schoolwork involves parents, students learn more. Parents and other caregivers are a child's first teachers and can instill values that encourage school learning. Schools should build strong alliances with parents and welcome their active participation in the classroom. Educators should inform parents of the school's educational goals, the importance of high expectations for each child, and ways of assisting with homework and classroom lessons.

Reality Check : In the Sacramento Unified School District, teachers make home visits to students' families. Teachers gain a better understanding of their students' home environment, and parents see that teachers are committed to forging closer home-school bonds. If English is not spoken in the home, translators accompany the teachers.

10. Include : Community Partners Partnerships with a wide range of community organizations, including business, higher education, museums, and government agencies, provide critically needed materials, technology, and experiences for students and teachers. These groups expose students and teachers to the world of work through school-to-career programs and internships. Schools should enlist professionals to act as instructors and mentors for students.

Reality Check : At the Minnesota Business Academy, in St. Paul, businesses ranging from a newspaper to a stock brokerage to an engineering firm provide internships for three to four hours per day, twice each week. BestPrep, a philanthropic state business group, spearheaded an effort that renovated an old science building for school use.

• The Importance of School Facilities in Improving Student Outcomes

Introduction

 A growing body of research has found that school facilities can have a profound impact on both teacher and student outcomes. With respect to teachers, school facilities affect teacher recruitment, retention, commitment, and effort. With respect to students, school facilities affect health, behavior, engagement, learning, and growth in achievement. Thus, researchers generally conclude that without adequate facilities and resources, it is extremely difficult to serve large numbers of children with complex needs.

According to the US General Accounting Office (GAO) almost three-fourths of existing US schools in 1996 was constructed before 1970. Of these schools, about one-third of schools had need of extensive repair or replacement and almost two-thirds had at least one inadequate building feature such as substandard plumbing, roofing, or electrical systems. Moreover, 58-percent had at least one unsatisfactory environmental condition such as inadequate ventilation, acoustics, or physical security.

Besides general maintenance and construction issues, researchers have found most schools lack 21st century facilities in the form of infrastructure, laboratories, and instructional space. More than half do not have sufficiently flexible instructional space for effective teaching to take place.

Thus, facility quality is an important predictor of teacher retention and student learning. The physical and emotional health of students and teachers depend on the quality of the physical location, which makes establishing safe, healthy buildings essential.

The Impact of Facilities

Improving the quality of school facilities is an expensive undertaking. However, when the positive impacts of facility improvement on teachers and students are translated into dollar figures, the rewards of such investments far outstrip the cost of the investments. There are five primary facets of school facilities: acoustics/noise, air quality, lighting, temperature, and space. These are addressed below.

Acoustics and Noise

Noise levels greatly affect teacher and student performance. In fact, excessive noise causes dis-satisfaction and stress in both teachers and students. Research has found that schools that have classrooms with less external noise are positively associated with greater student engagement and achievement compared to schools with classrooms that have noisier environments. Thus, building schools that buffer external noise from classrooms can improve student outcomes.

Air Quality

Indoor air quality is also a concern because poor air quality is a major contributor to absenteeism for students with asthma. Research also indicates that many schools suffer from “sick building syndrome” which affects the absenteeism and performance of all students. Moreover, bacteria, viruses, and allergens that contribute to childhood disease are commonly found in schools with poor ventilation systems.

Indoor pollutants are also emitted from office equipment, flooring materials, paints, adhesives, cleaning products, pesticides, and insects. All of these environmental hazards can negatively affect children, particularly in schools with poor ventilation systems.

Before the advent of cheap electricity, schools often relied on natural lighting. As electric power costs declined, the amount of artificial light used in schools increased. Research has shown that artificial lighting has negative impacts on those in schools while natural lighting has positive impacts. In fact, research has shown that not only does classroom lighting boost the morale of teachers and students, appropriate amounts of natural lighting also reduces off-task behavior and improves test scores. One study found that students with the most exposure to natural daylight progressed 20% faster in in math and 26% faster in reading than students who were taught in environments with the least amount of natural light.

Proper Temperature and Control of Temperature

One consistent research finding across individuals of all ages is that the temperature in which a person works affects engagement levels and overall productivity—including student achievement. Anyone that has worked in a classroom or office that is too hot or too cold knows how difficult it can be when trying to work when the temperature is uncomfortable. According to the best analyses, the ideal temperature range for effective learning in reading and mathematics is between 68º and 74º.

To maintain such a temperature in every classroom within a school, teachers typically need to be able to control the temperature in their own classroom. At the very least, teachers should be able to control the temperature of small blocks of classrooms that receive the same amount of sunlight and have similar exposures to outside temperatures.

Classroom Size and Space

Overcrowded classrooms—and schools—have consistently been linked to increased levels of aggression in students. Overcrowded classrooms are also associated with decreased levels of student engagement and, therefore, decreased levels of learning.

Alternatively, classrooms with ample space are more conducive to providing appropriate learning environments for students and associated with increased student engagement and learning. Classroom space is particularly relevant with the current emphasis on 21 st century learning such as ensuring students can work in teams, problem solve, and communicate effectively. Classrooms with adequate space to reconfigure seating arrangements facilitate the use of different teaching methods that are aligned to 21 st century skills. Creating private study areas as well as smaller learning centers reduces visual and auditory interruptions, and is positively related to student development and achievement.

Twenty-First Century Learning

Policymakers, educators, and business people are now focused on the need to ensure that students learn 21 st century skills such as teamwork, collaboration, effective communication, and other skills. As noted above, older buildings simply are not conducive to the teaching of 21 st century skills. This is particularly true with the respect to reconfiguring seating arrangements to facilitate various modes of teaching and learning and the use of technology in the classroom as a mode of teaching and learning.

Conclusions

A large body of research over the past century has consistently found that school facilities impact teaching and learning in profound ways. Yet state and local policymakers often overlook the impact facilities can play in improving outcomes for both teachers and students. While improving facilities comes at a financial cost, the benefits of such investments often surpass the initial fiscal costs. Policymakers, thus, should focus greater attention on the impacts of facilities and adopt a long-term cost-benefit perspective on efforts to improve school facilities.

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• Report: Racial Disparities in Pennsylvania’s New Funding Formula
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• The Need for Increased and Equalized Funding in PA (part 1)
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• School Improvement Essays

School Improvement Essays (Examples)

Filter by keywords:(add comma between each), example essays.

School Improvement Project Proposal Improving

Causative Analysis There are several causes to why the students did not pass the state standardized test in mathematics and in language arts. It is strongly believe that the students were not adequately prepared for the test because they had not been completing the required assignments and attending the online classes offered by their teachers. Their lack of School Improvement 7 participation in the class, has lead them to a failing test score because if they had not completed the assignments in their learning management system, then there was no way for them to be adequately prepared for the materials on the tests. The course materials that are found in the learning management system are closely related to the state bench marks and are closely aligned with the state requirements. There are several reasons that students may not complete work in their online classes. These reasons include lack of motivation, lack of…...

School Improvement One of the

More so, they will be able to apply the skills they learned in the classroom into the real-world environment of the community, which will only increase their understanding of the classroom objectives and lessons. Finally, by having students become involved in the community, the community will see first-hand the results of their taxes that go to support the school and the students learning experience. Likewise, the staff must also become involved in the community, particularly the professional teaching community, in order to ensure that their teaching methods do not become stagnate, or out of date. The teacher has a lifelong obligation to continue to learn. As learning needs and methods rapidly evolve, the teacher's college education quickly becomes outdated. Therefore, a quality professional development program and other professional organizations must be made available to all the school's teachers. However, these professional organizations and seminars must be made relevant to the…...

mla Bibliography Noguera, Pedro a. And Jean Yonemura Wing. (2006): Unfinished Business: Closing the Racial Achievement Gap in Our Schools. New York: Wiley, John & Sons, Incorporated. Perry, Theresa, Hilliard, Asa G., and Claude Steele. (2004): Young, Gifted and Black: Promoting High Achievement Among African-American Students. New York: Beacon Press.

School Improvement

Improving a School Hope springs eternal, or so the old maxim goes -- but is there hope for a middle school in New Jersey that lags behind expected standards and shows only vague signs of being able to lift itself up out of the morass of failure? Indeed, what is to be done for the students and the community their families live in when their public school is a violent place where chaos rules? What is the solution for a public middle school when student achievement is below acceptable levels and when the school is actually unsafe? And further, what is the solution for a school -- Grace Dunn Middle School in Trenton, New Jersey -- that is poorly maintained and there is a near-constant turnover of teachers? These are some of the issues that face Grace Dunn Middle School. There are several more important issues that must be addressed before Dunn Middle…...

School Improvement Plan the Vision

8/18/2004 Classroom Teachers, eading Coach $4,000 for materials, software, and incentives. (PSTF, Title I, Acct.) Ongoing 10. All students will be encouraged to participate in after school tutoring, Saturday tutoring, family nights, FCAT Camp, media center reading group, and both school and county academic competitions. 8/18/2004 Classroom Teachers, Guidance, Administrators, Media Specialist $12,000 for materials, salaries, & incentives (Title I, Acct, PSTF) Ongoing 11. Students will be provided the opportunity to utilize the media center for reading and technology before and after school. 8/23/2004 Media Specialist None Daily 12. Students will receive curriculum assistance using technology/computers in reading instruction. 8/30/2004 Technology Sp., Media Sp., Classroom Teachers 500 materials & supplies (Title I) Daily 13.Daily school-wide Go STI Crazy (SS program) and Word of the Day. Alignment of these three factors, shared vision, curricular goals and instructional objectives is clear through this collaborative plan, as all curriculum and human resources issues are multifaceted and the whole of…...

mla References Devlin-Scherer, R., & Devlin-Scherer, W.L. (1994). Do School Boards Encourage Parent Involvement?. Education, 114(4), 535+. Evensen, DH & Hmelo, C.E. (Eds.). (2000). Problem-Based Learning: A Research Perspective on Learning Interactions. Mahwah, NJ: Lawrence Erlbaum Associates. Grant, M.M., & Branch, R.M. (2005). Project-Based Learning in a Middle School: Tracing Abilities through the Artifacts of Learning. Journal of Research on Technology in Education, 38(1), 65+. Harwell, S.H. (2000). Impediments to Change: An Application of Force-Field Analysis to Leader Master Teacher Training in an Elementary Level Science Systemic Reform Initiative. Journal of Elementary Science Education, 12(2), 7.

School Improvement Idea

Education being the act or process of imparting or acquiring knowledge, development of the art of reasoning and judgment to the environment, and widely the preparation of a person or others intellectually to live peacefully with each other. This process helps in the acquisition of particular knowledge or skills in a particular profession such as engineering, social sciences and doctors. Education being an interactive affair calls for people's interaction. The society having banked so much on the skills from their members they then sort to improve this interaction. The society has thus resorted in researches that would see the betterment of the current educational system (Kerfoot, 2008). School improvement then comes in to improve a school; there should be two forces that should be working in harmony. This force comes from the learners themselves and those who impart knowledge to them. Emphasis are then put on the type of curriculum that is…...

mla Bibliography Aurora, C.O (2001). Leadership for School Improvement (rev. ed.) Bruce, C, James, Lance, F (2008) Handbook of Education Politics and Policy. Routledge Barber, B.(1992). An Aristocracy of Everyone; The Politics of Education and the Future of America. New York: Ballantine Books. Butts, R.F.(1988). The Morality of Democratic Citizenship: Goals for Civic Education in the Republic's Third Century. Calabasas, CA: Center for Civic Education. Center for Civic Education (1991). Civitas: A Framework for Civic Education. Calabasas, CA: Center for Civic Education.

Accountability and School Improvement

Accountability and School Improvement Reflective Review on "Building a Plane While Flying It" After reading the article "Building a Plane While Flying It," by Noelle C. Griffin and Priscilla Wohlstetter, I am able to better understand the concept of charter schools in this country. The idea of the charter school seems very practical and rewarding to both students and faculty; however this article points out that this concept still needs to be developed further before it can truly make an impact on our society. What I like about the charter school is the idea of expanding educational communities to truly bring about high quality teaching and learning. Almost every school sets out to provide the best possible quality of teaching and learning to its students; however many schools do not have adequate resources to ensure this, and in public schools, there are only so many buttons a teacher can push before breaking the…...

Solve Scenario School Improvement Strategies in Order

Solve Scenario School Improvement Strategies In order to facilitate academic achievement for all students in the school three things need to happen; the school's culture must reflect the best practices in education through the development of a professional learning community, instruction must be differentiated in order to meet the needs of all students, and teacher expectations must be high in order to facilitate all student's learning. The potential advantages and benefits of developing a professional learning community at a school are enormous. Applying these principles to education creates opportunities to explore new and creative ways to solve problems and enhance the educational achievement of students as well as develop and strengthen instructional teacher competencies. A supportive organizational culture is essential to sustaining the tenets of a learning organization. The culture should be humane, psychologically comfortable, and professionally supportive; a place where people have the tools and the training they need, and where they…...

School's Reforms Stay Intact After a Leader

school's reforms stay intact after a leader leaves requires that others have been developed within that system to fulfill the void left by the leader. It becomes obvious the importance of professional development, mentoring and solid leadership. The legacy of a leader may be kept going if the values and ethics resonate with the remaining leaders within the school. To ensure this happens leaders need to continually reinforce their ideals on a regular basis in order for it to truly take hold and make a lasting and impressive change that can continue well into the future. The current beliefs about school improvement within my current environment suggests that there is a great tendency to drag their collective feet when confronted with change. In many cases the need for change is obvious, and many complaints are discussed, but when it comes down to actually improving, the situation, procrastination tends to sink…...

School Systems the Educational Leader

From scheduling lunch shifts to arranging for common planning time, my principal has effectively and efficiently managed the set amount of time that we have in a school day. Collaboration between parents and community members is evident as well. We often have parent / child literacy nights. Annually we also hold a rotherhood Dinner that honors community members that have positively influenced the children in our neighborhoods. Throughout New edford, Carney Academy is highly regarded; our reputation precedes us. Educational Philosophy 6 Knowledge acquired from textbooks and college classes may give me some techniques and standards that effective leaders must know, however they are not going to teach me everything I need to know. Hopefully, my experiences as a successful coach and an employee of an excellent leader will help in building a solid foundation for me to become an effective leader myself. ibliography ass, ernard M (1985), Leadership and performance beyond expectations,…...

mla Bibliography Bass, Bernard M (1985), Leadership and performance beyond expectations, New York: Free Press. Conger, Jay A. And Rabindra N. Kanungo (1987), Towards a behavioral theory of charismatic leadership in organizational settings. Academy of Management Review 12/4: 637-647. Burns, John M. (1978), Leadership, New York: Harper and Row Bernstein, R. Should You Be the Boss? Mar 99, Vol. 108 Issue 6, p33, 3p, 1c

Schools Have Been Facing Tremendous

The most notable include: What is the impact of these strategies on the class? Is there any kind of immediate changes in the individual attitudes? Are there any students who are continuing to struggle? Why is this happening? What could they do differently to perform better and become more motivated? How will potential challenges be dealt with in the future? How will each student be evaluated? What is the timeframe when these transformations should be occurring? How can educators deal with a potential student that is disruptive? What can teachers do to help increase motivation when the content could be very dry for the individual? These different questions will focus educators on objectively analyzing these changes. It is at this point when someone can be able to make adjustments that will address any kind of issues while they are small. This is the key when utilizing any of differentiated strategies. As a result, one could effectively argue that…...

mla References Differenitated Instruction. (2012). U.S. Department of Education. Retrieved from: http://data.ed.gov/grants/investing-in-innovation/applicant/15076 Knowing Fifth Graders. (2011). Responsive Classroom. Retrieved from:   http://www.responsiveclassroom.org/sites/default/files/ET5intro.pdf  Massillon City Schools. (2012). Massillon Schools. Retrieved from:   http://www.massillonschools.org/Curriculum.aspx  The Show Me Standards. (2012). DESE. Retrieved from:   http://dese.mo.gov/standards/documents/Show_Me_Standards_Placemat.pdf

School Setting and School

school context' as discussed in the oyd reference Schools represent complex organisms having several components. For achieving school improvement, understanding these components' interrelations is essential. Attempts at improving schooling for the at-risk student population necessitate taking the school context into consideration. oyd (n.d.) states that the ecology, which forms the first aspect, encompasses a school's inorganic components (i.e., non-living things that affect individuals within the school setting; e.g., resources at hand, school size, rules, and policies). Culture constitutes another aspect of a school setting/context. It may be described as an expression aiming to capture social institutions' (including schools') informal side. Schein (1985) outlines numerous culture-related meanings apparent in literature on the subject: • Perceived behavior regularities in human interactions, including language employed and practices linked to deportment and respect. • Norms developing within work groups; for instance, the principle "fair day's wage for a fair day's work" developed during the Hawthorne Wiring Room…...

mla Bibliography Boyd, V. (n.d.). School context: Bridge or barrier to change? Southwest Educational Development Laboratory. Retrieved December 2016 from   http://files.eric.ed.gov/fulltext/ED370216.pdf  Purkey, S.C. & Smith, M.S. (1983). Effective schools: A review. The Elementary School Journal, 83(4), pp. 427-452. Schein, E.H. (1985). Organizational culture and leadership. San Francisco: Jossey Bass. Sarason, S.B. (1982). Culture of the school and the problem of change, 2nd edition. Boston, MA: Allyn & Bacon.

School Counseling Project Psychology and Psychotherapy

Psychology and Psychotherapy: School Counseling Project(Part A)Step One: School Data SummaryThe data expert for this plan seems to be Mr. Finch (M.T.S.S. coordinator), who has access to high-quality data at all levels. Mr. Finch knows about the district-level and school-level data and would assist in accurately interpreting the data.The school improvement plans/goals are:i. The instructional practice would be based on B.E.S.T. Standards for improving academic grades in Geometry and Algebraii. The instructional practice would be based on differentiated instruction (DI) as the differentiated needs of diverse students need to be met.iii. Fostering school culture and the environment with community involvement for resolving issues of staff morale and work overloadiv. Development of a program for empowering teachers to get a Leadership Succession Plan- a crucial pan for enhancing school climate and long-term consistencyThe areas where school counseling programs would support are: Helping students to overcome Math anxiety that is possibly hindering…...

mla ReferencesAmerican School Counselor Association. (n.d.). A.S.C.A. student standards: Mindsets and behaviors for student success.   S.G. (2021). Strategies to increase employees’ morale [Doctoral dissertation, Walden University]. Walden University Scholar Works.  https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=12445&context=dissertations Deng, Y., Cherian, J., Khan, N., Kumari, K., Sial, M. S., Comite, U., Gavurova, B., & Popp, J. (2022). Family and academic stress and their impact on students’ depression level and academic performance. Frontiers in Psychiatry, 13.  https://doi.org/10.3389/fpsyt.2022.869337 Furner, J.M. (2017). Teachers and counselors: Building math confidence in schools. European Journal of S.T.E.M. Education, 2(2), 1-10.  https://doi.org/10.20897/ejsteme.201703 Katete, S. & Nyangarika, A. (2020). Impact of teachers’ delayed salaries and its effects on teaching process in public secondary schools coast region. International Journal of Advance Research and Innovative Ideas in Education, 6(4), 1291-1305. Rodriguez, K. & Walters, J. (2017). The importance of training and development in employee performance and evaluation. Worldwide Journal of Multidisciplinary Research and Development, 3(10), 206-212. Topor, D. R., Keane, S. P., Shelton, T. L., & Calkins, S. D. (2010). Parent involvement and student academic performance: A multiple mediational analysis. Journal of Prevention & Intervention in the Community, 38(3), 183–197. https://doi.org/10.1080/10852352.2010.486297Villalba-Heredia, L., Rodríguez, C., Santana, Z., Areces, D., & Méndez-Giménez, A. (2021). Effects of sleep on the academic performance of children with attention deficit and hyperactivity disorder. Brain Sciences, 11(1).  https://doi.org/10.3390/brainsci11010097 https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf Coffey,

Desired State of School

School Improvements Performance Outcomes at Dunn Middle School in Trenton Inner-city schools today are struggling with a litany of challenges that threaten the quality of education and the opportunities available to students. Issues such as high poverty rates, crime-afflicted neighborhoods, racial disparity and limited parental involvement all threaten to stand in the way of bright futures for such students. This is true for the attendees of the Grace A. Dunn Middle School in Trenton, which is working to overcome the obstacles typical of such resource-strapped urban schools. The discussion here outlines some of the areas of Dunn Middle School that require improvement and offers some suggestions on how to achieve this improvement. Performance: Reviewing the Dunn Middle School performance outcomes, all evidence suggests that the school is in need of sweeping improvements. Under the thumb of mandatory state-proficiency tests, Dunn Middle School has struggled to yield any positive outcomes. The demand placed on the…...

mla Works Cited: Council of Chief State School Officers (CCSSO). (2008). ISLLC Standards. Coe.fgcu.edu. Jennings, D.A. (2012). Schools in Need of Improvement in New Jersey. Statewide Parents Action Network. NJ School Performance Report. (2013). Grace A. Dunn Middle School. State of New Jersey.

School Personnel Functions

School Personnel Functions Personnel functions and their relationship to moving an instructional agenda forward Ultimately, a school's reputation lies in the hands of its teachers. Hiring, training, and retaining highly effective personnel to give instruction in the classroom must be the cornerstone of any effort to improve education at a school. Without good teachers to impart instruction, the best textbooks, goals, and procedures will not be meaningful. Teaching, however, is a skill as well as a gift, and the administration can strive to support teachers with specific programming efforts. Hiring and assignments The first step in creating a more effective educational environment is hiring new teachers that support the mission and values of the school. Given that teachers are likely to be a part of the educational environment for some time, it is essential that teachers are 'on board' with the principal's agenda. ecruiting top candidates from high-quality colleges and universities and being open…...

mla References Crowther, F. (1997). Teachers as leaders - an exploratory framework. The International Journal of Educational Management, 11(1), 6-13. Retrieved from   http://search.proquest.com/docview/229204018?accountid=10901  Gordon, R., Kane, T.J., & Staiger, D.O. (2006). Identifying effective teachers using performance on the job. The Hamilton Project Policy Brief no. 2006-01. Brookings Institution. Retrieved from   http://search.proquest.com/docview/62008957?accountid=10901 ; Olsen, B., & Sexton, D. (2009). Threat rigidity, school reform, and how teachers view their work inside current education policy contexts. American Educational Research Journal, 46(1),

School Clinics Affects on Students

Utilization of the data and collection of the data should be one of the main aims of the policy makers. The data can be used by the policymakers in order to develop the policies and implement these in order to make sure that improvement can be ensured (Basch, 2011, p. 9). 3. One of the main roles that can be played by the policy makers includes reviewing the policies that have already been designed for the schools. How these previous policies have played roles in an improvement of academics of the children, their environments and their health are important parts of the review by the policymakers. It is important that funding is collected for the issues that affect health and academics of children. 4. The policymakers should make sure that the importance of school-based health clinics that can play roles in looking after the needs of the students. Great levels of differences…...

mla References Basch, C. (2011). Executive Summary: Healthier Students Are Better Learners. Journal of School Health 81, pp. 4-107. Bruzzese, J., Sheares, B.J., Vincent, E.J., Du, Y., Sadeghi, H., Levison, M.J., Mellins, B.R., and Evans, D. (2011). Effects of a School-based Intervention for Urban Adolescents with Asthma: A Controlled Trial. Am. J. Respir. Crit. Care Med. April 15, 2011 183, pp. 998-1006. Gall, G., Pagano, M.E., Desmond, S., Perrin, J.M., and Murphy, J.M. (2000). Utility of Psychosocial Screening at a School-based Health Center. Journal of School Health 70, pages 292 -- 298. Geierstanger, P.S., Amaral, G., Mansour, M., and Walters, R.S. (2004). School-Based Health Centers and Academic Performance: Research, Challenges, and Recommendations. Journal of School Health 74, pages 347 -- 352.

Could you provide some essay topic ideas related to Action Research?

1. The effectiveness of using action research to improve teaching practices in a specific subject area 2. The impact of collaborating with colleagues on an action research project in a school setting 3. The role of reflection in action research and its influence on decision-making and implementation of changes 4. Exploring the challenges and benefits of conducting action research in a diverse classroom or school environment 5. The use of action research to address and improve student behavior and engagement in the classroom 6. Investigating the role of technology in facilitating action research projects in education 7. The importance of building relationships and fostering collaboration with....

Topic 1: The Impact of Action Research on Teacher Development How does action research empower teachers to improve their instruction and student learning? Examine the role of action research in fostering reflective practice and self-directed learning for teachers. Analyze how action research supports teachers in identifying and addressing challenges in their classrooms. Topic 2: Action Research as a Catalyst for School Improvement Describe how action research can facilitate data-driven decision-making in schools. Explore the transformative potential of action research in addressing systemic issues and improving school culture. Analyze the impact of action research on school leadership, collaboration, and student outcomes. Topic 3:....

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Elementary School Improvement Analysis

Show More Overview of the Improvement Plan for the Patriot Elementary School: After teaching 14 years in elementary education, and serving on the District Educational Advisory Committee, School Improvement Panel, Local Professional Development Committee, and chair of the School Wide Committee, I am thrilled with my recent appointment as the principal of the Patriot Elementary School . Having taught grades 1-5 during my career, and working collaboratively with administration on data analysis over the years, I have a heightened awareness of the growing achievement gap of our students. Ms. Shooze, the Superintendent of the Franklin Regional School District (FRSD) has charged me to halt the marginalization of education at the Patriot Elementary School by …show more content… Within the district the Patriot Elementary School is ranked 2 out of the 4 according to http://www.schooldigger.com/go/NJ/schoolrank.aspx?findschool=1647000461; the school has dropped 99 places since last year, and the Free and Reduced Lunch percentage has risen 25.4% since 2006. Figure 3: School Ranking Ranking Student: Teacher Ratio % of Students Eligible for Free & Reduced Lunch Rank Change from 2014 871 Out of 1355 14.4 37.7% Decreased by 99 places According to http://www.state.nj.us/education/pr/1415/29/290185070.pdf which provides a School Performance Report that indicates absenteeism is on the rise and the Patriot Elementary School is not meeting PARCC expectations in Language Arts Literacy, school wide or for white and economically disadvantaged students. Figure 4: School Performance Report

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More good ideas to improve schools, some maybe not so much

Hare are excerpts from students' wide-ranging ideas for changes they believe would make their schools better. Some are well worth considering; some may be desirable — at least from the students' point of view, but not necessarily practical:

Many good deeds occur daily, but they generally go unnoticed. If a student misbehaves in any school, their parents generally know right away. If it were up to me, I would send positive emails, not just negative ones, to a handful of parents weekly and let them know the importance of their child. When my parents are proud of me, my confidence is boosted. If my teacher contacted my parents, my confidence would skyrocket. —  Emily Scalabrini, Point Pleasant Borough High School

Student Voices winners:  If students were principal: Later start times, less homework, better technology

Students as principals: Their 10 best ideas for improving their schools

I would ensure that students are not only equipped for success in college but also trade or vocational schools.  Jobs like mechanics or policemen are just as integral to our society as any profession taught in college. So why doesn't our curriculum promote this? —  Rachel Glantzberg, Millstone Township Middle School

Many teachers don't like it when students eat in their class because it "creates a mess or can attract bugs." Well, not many students are hungry at 5-6 in the morning before school but do get hungry before lunch. I eat breakfast every morning, but by 9-10 I get hungry again and that's before my lunch period. — Natalie Albis, Lacey Township High School

I would give A and B days. Each day would consist of different activities. On A days we would do certain things for a few hours like math, gym and social studies. But on B days you would do other things like literacy, art and band.  You would get a day-long break on topics or work tests. You can play hard one day, then study hard the next. —  Daniel Barry, Carl W. Goetz Middle School

I would add to the world language choices. Right now, our school offers Spanish, French and Italian.  Languages that are spoken by many people are useful to know so you can communicate with a wider set of people.  Mandarin Chinese is spoken by 1.3 billion people around the globe.  Other languages useful for foreign work are Arabic and Hindi.  —  Abhijit Nair, Ocean Township Intermediate School

I would organize a mandatory class that encourages all students to give back to their community.  Presently, many children become too caught up in their social lives, social media and their own needs. As a result, society's youth has become too self-indulgent. — Carly Stern, Freehold Township High School

My first task would be to open all the bathrooms. We have 10 bathrooms in our school yet we are only allowed to use one of them. The other nine are locked in order to prevent students from skipping class to vape. ... I would install metal detectors at the entrances of the school to detect any illegal devices that enter and leave the school.  I would also install vape sensors in the bathrooms that alert security that suspicious activity is going on. —  Mushfiqul Islam, Jackson Liberty High School

We need stricter seatbelt enforcement.  Thousands of middle school children hop on the bus, go to their seats and don't put on their seatbelts. ... I'd have them checked once a week. The buses would be selected at random, so that the kids couldn't predict when it happens and then not put their seatbelts on every day except for that one day. —  Logan Mesh, Manalapan-Englishtown Middle School

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I would change the dress code.  Not all T-shirts and pants are bad.  We understand that we can't have any inappropriate pictures, items, logos showing on us. But how many times are we going to get in trouble for one little rip in our jeans?  —Gianna Browner, Toms River Intermediate School North

I think the school should add microwaves to the cafeteria.  I take hot lunch a lot, and by the time I eat it, it's cold.  I've had mac and cheese and it tastes weird and hard.  I've also had chicken nuggets. Probably ten-twenty times  out of two years they are hot. —  William Toth, Ocean Township Intermediate School

I would like to change "Silent Lunches." Basically, we have one minute to settle down from the time the bell rings.  If we aren't silent within a minute, even if it's only a few people, then for that entire lunch we can't talk or make a sound. This is an unfair punishment, because it punishes everyone, even though over ninety percent of the students in the lunchroom are innocent. —  Felicia Morales, Manchester Township Middle School

I would enact two reforms, the strengthening of the student government and the introduction of the referendum to ensure the will of the pupils is acknowledged.  As it currently stands, the student government is an entirely ineffectual institution, being charged with frivolous duties that have no direct bearing on student life. —  Avery Mackin, Point Pleasant Borough High School

I would add a student orientation program.  At Intermediate East we have an orientation day geared toward 6th graders, but nothing for new 7th and 8th graders. This program would include welcome packets tailored to the student with a free school bracelet, a map of the school and their schedule so they could know where to go and what their day would be like. —  Michael Vella, Toms River East Intermediate School

I would give every student their own laptop computer.  Painters need their brushes and surgeons need their instruments.  These are their tools, and no one would ask them to create a mural or save a life without them. Ours is an Internet society; if all our assignments are online, why shouldn't we be provided with the means to do them? — Kimberly Koscinski , Point Pleasant Beach High School

I would have school buses pick up the students from their houses. Many parents are unable or don't have a car to drop their kids off so they either walk or call a taxi.  Further, some parents have to work, so they either drop off their kids a bit too early or pick their kids up way too late. To avoid this, school buses could pick up every kid that lives two blocks or more from school. —  Maria Hernandez, G. Harold Antrim Elementary School  

I would change computer homework. Most of the time the computer that I have at home doesn't load a single page. It's very annoying to actually travel every night to the library to get the work done. During the after-school program you only have 30 minutes to complete the rest of your homework. —  Armani Clarke, Carl W. Goetz Middle School

I would limit how much students use their laptops for school work. An occasional long math problem plugged into the search bar is no big deal, but there are boundaries. How will students ever learn how to do things on their own if they're given the change to just let the device do it for them?  — Shaun Boylan, G. Harold Antrim Elementary School

My lunch period is way too early.  I eat lunch at 9:45 a.m. By the end of the day, my whole cycle is probably starving, and none of our teachers provide a time to eat. These school lunches should not start until about 11. I don't even eat breakfast in the mornings because I wouldn't be hungry for lunch. —  MaryKate Markovitch, Toms River Intermediate School East

My school bathrooms barely have light in them. There needs to be more, so you can see what you are doing.  In the bathrooms the light panels are above the walkway in front of the stalls. When you are in a stall the closed stall door blocks all the light. Also, there are only two light panels in a big bathroom, and they are cheap so they barely give off light. — Avery Wolf, Carl W. Goetz Middle School

I would change the homework schedule. I have some nights without any homework. I also have some nights where the amount of homework is overwhelming.  I am asking teachers to collaborate and make a schedule on when to give children homework for each class. —  Angelina Voza, Carl W. Goetz Middle School 

I would fix up the school.  In my school, most of the windows don't open at all. The lockers are rusty and some of the knobs are hard to turn. I would replace the bleachers in the gym and fix up the baseball and soccer fields. One last thing I would do is fix the fans because they make way too much noise. —  Colby Capen, Toms River Intermediate School East

I would change where teachers post homework.  Some teachers use homework boards in the classroom, some use Teachers in the Web, some use Google Classrooms and others use the Remind app. Some of my teachers even use more than one of those platforms.  When the teachers post homework, I find it complicated to check each platform for a specific class. —  Zachary Sutton, Ocean Township Intermediate School

School uniforms are beneficial for schools because they instill a sense of equality and unity.  Students don't need to feel as if they lack the most fashionable or stylish clothes.  Ninety-percent of teachers believe that bullying in the school district would decrease by requiring school uniforms.  — Madison Sterm, Freehold Township High School

I would eliminate homework altogether. Schools always recommend that students get about eight to 10 hours of sleep every night, but homework is the most effective way to prevent students from getting sleep. Plus, we are in school for eight hours anyway, so why do we need more work? —  Christopher Cavallo, Manchester Township Middle School 

We should pick our own electives. For the past two years, I have had tech literacy, character education, contemporary issues and STEM. Next year, since I do band and chorus, I will not have any electives but Spanish.  I guess this could act as a relief to some people, but not to me. — Abigail Gurzo, Memorial Middle School 

Gym at my school is severely lacking one trait — time.  It takes my class almost 10 full minutes to change at the beginning and end of class. Gym is over before it even starts. No one can really get into exercise and try their best if nearly half of gym is already because we need to change. — Allie Solitario, Millstone Township Middle School

I think students should be able to help decide what some school rules should be, since the students are the ones who have to follow the rules. Letting the students help decide the rules would make them want to follow them more.  — Jenna Alders, Toms River Intermediate School North.

I would extend the lunch period. I would make it about 35 minutes. I just don't think 22 minutes is enough.  It could take up to about 2 minutes to get there. Then they let you out 2 minutes late, so that leaves 18 minutes to eat. And what if kids buy lunch? That could be another 5 minutes down. — Megan Carvalheira, Carl W. Goetz Middle School

Students go through so much throughout the school year, and honestly I don't know how we do it.  We are given piles of homework every night and are overworked to the extent that our brains can't take it. The solution? One word: Naptime. ... Not exactly a whole block where we all get our blue mats out and sleep for an hour.  At least 10 minutes where student can just take a break and relax. —  Ashley Villegas, Point Pleasant Borough High School

I would enforce a time limit on how much homework each teacher can assign to you, and add ten-minute brain breaks between every two periods. During these brain breaks, you can talk to your friends, hang out at your locker and even just relax in your next class. — Shailin Mehta, Manalapan-Englishtown Middle School

Backpacks are made for carrying school supplies, so why can't we use them? Backpacks prevent kids from misplacing things in the hallway, forgetting supplies in your locker, and overall make it easier to carry things. Yes, there's a possibility someone could trip on a backpack, but as long as children keep their backpacks on their chairs and off the floor, there shouldn't be a problem. — Avery Jackson, Memorial Middle School

I would create a student center. It would comprise a nice lounge area for students to do work. It could also create better social skills amongst students and help them with conversations for real world scenarios. After school club would be featured as part of the center. — Sean Wackowski, G. Harold Antrim Elementary School

Homework is the underlying problem to all things.  Since we have so much homework, we stay up late and lose sleep. Overall, this leads to stress and an unbalanced lifestyle. If I were sheriff of this lockup, I would limit the amount of homework that students have and encourage teachers to give little or no homework at all. —  Jack Williams, Point Pleasant Borough High School

Students every day come into school and get told to take off their hats.  Sometimes kids are not comfortable with how their hair looks, or maybe it's a medical condition that they don't want people knowing about. I for one always have bad hair days and want to cover it up with one of my beanies,  Little things like that make me not want to come to school. —  Alesha Johnson, Point Pleasant Borough High School

I would allow students to enter the building from the bus through multiple entrances. Usually, in the morning, it can be difficult and time-consuming to enter the building because hundreds of students are trying to squeeze through two doors trying to enter the building.  Most of the time, the rush of students comes to a complete stop.   —  Sarah Festa, Lacey Township High School

The first major change I would definitely make is to make room for a free period.  Now, I know this sounds bad, that I just want to have free time with my friends for a half hour, but it's really not that.  My intentions for this free period are really for the teachers. They can all get away from the kids for a half hour, because, boy, can we get annoying! —  Nicolina Polovina, Jackson Liberty High School

I would implement an open campus lunch to not only benefit the local business economy, but also to give students an array of options to choose from based on the fact that students have vastly diverse diets.  As a a vegetarian myself, I find that there are few healthy vegetarian options in the cafeteria. School lunches do not account for the vegan. gluten-free or dairy-free diets that many students have. . — Brianna Przywozny, Freehold Township High School

The first change I would implement is a longer lunch period. It would be an hour, where kids would have the freedom to do whatever they desire.  They could eat lunch for a little while and then they could go hang out in the courtyard with some of their friends.  Or they can eat lunch and then do homework or study for a test. —  Kate Lisi, Freehold Township High School

There should be a single platform that all teachers are required to use to get their information and assignments to students.  Having to check each of my teachers' websites, their Google classrooms and their eboards is not the most efficient way of doing things. — Charlotte St. Martin, Point Pleasant Borough High School

My school is kind of bland looking.  All the walls are white, dark navy and maroon.  I would paint the school a bunch of vibrant colors.  The walls would be sunshine yellow and bubblegum pink.  Some might even have polka dots or blue stripes on them. —  Alexis Wacker, Lacey Township High School

I would address the hallway issue. Yes, getting to your class is possible in four minutes, but is it preferred and safe? With almost 300 students per grade, the hallways get pretty crowded. It's almost like a maze: Your previous class is the start, your locker is the pit stop, and your next class is your destination. However, there are obstacles to get there. — Michael Crean, Ocean Township Intermediate School

I would add more time for the Student Voices Essay Class so seventh and eighth graders would have more than just 45 minutes a week to write and perfect their essays and have more time to work with their teachers. Forty-five minutes a week is not enough. — Tatum Surett

Case Study: Ivy Hall Elementary School Improvement Plan

School Improvement Plan Ivy Hall Elementary School Improvement Plan The school improvement plan that is going to be review here is for Ivy Hall Elementary School. One of the first things that would be looked at is whether there is any ideology or vision behind the improvement program (Huberman & Miles, 2013). The vision that they have in their mind when it comes to Ivy Hall Elementary School is how the skills and the abilities of the students can be maximized to greatest extent (Seifert & Hartnell, 2015). The ideas on which they are working on is that growth mindset, self knowledge and creativity, though the connection is not established whether how they connect with the improvement plan (Ainscow et al, 2013). Timeline and Goal Setting The …show more content…

The other idea behind the whole process is to make sure that the focused instruction has to be provided, and to make sure that it happens, the idea behind the project is to ensure that the infrastructure development of the school is carried out (Huberman & Miles, 2013). Then the fact about how the resource alignment is to be done so that the implementation of the Behavior Education Plan for the students can be carried out in a better manner (Huberman & Miles, 2013). It has to be noted that the statements from the various stakeholders played an important part as far as the formulation of the whole process is concerned (Huberman & Miles, 2013). It allowed them to make sure that the future roadmap for the school improvement plan is setup on which the further progress can be made (Huberman & Miles, …show more content…

The total number of students that are enrolled in the school is about 300 (Seifert & Hartnell, 2015). The idea behind the improvement plan is to make sure that the students are being offered a unique and interactive learning experience (Hwang et al, 2013). The way the curriculum was designed, there was a feeling that even though it provides quality, the way it is setup, and it makes it very hard at times for the students to ensure that how they would get the best out of with the limited learning resources at their disposal (Seifert & Hartnell, 2015). Now, one of the key aspects of the development of the plan is that how the digital literacy protocol is supposed to be followed during the course of the whole process (Hwang et al, 2013). The school is going to collaborate with the Great Lakes so that the resource pool that they have at their disposal increases. At the same time, the effort is being made to make sure that the ability of the students is being looked (Hwang et al, 2013). To ensure that the students have resources readily available for them, the school is working towards the digital library that is going to be made the part of the learning process during the course of the year

Westside School District No. 5 Case Study

Communication within the Westside School District No. 5 between the school district and the communities and families that it serves is a very dynamic process. I talked with district administrators, community members, researched pertinent information in the Arkansas State University library, and various governmental online sources and found very helpful information to include in this sociological inventory. Westside Consolidated School District No. 5 is a consolidation of primarily three school districts Bono, Cash and Egypt located in Craighead County, Arkansas in 1966 (Westside, 2017). The district also includes parts of Walnut Ridge and Alicia in Lawrence County and parts of Jonesboro in Craighead County. The district has three school buildings housing students from pre-Kindergarten through twelfth grade. The elementary school is the school for

Improving East Bridgewater Jr / Ny High School Essay

In order to improve East Bridgewater Jr/Sr High School in hopes to once again achieve a level one rating from the Commonwealth of Massachusetts’ Department of Elementary and Secondary Education, I have identified the three following goals in hope to increase the school’s rating. Two of the three goals have a direct impact on the school 's ranking while the third has an indirect correlation. The three goals are as follows:

Metro High School Case Study

If I was the principle of Metro High School I would use the four types of reinforcements to motivate the students to improve performance and attendance.* This change of policies would realisticly take place over long period of time with a good system of data collection and other types of control functions. It is also very important to have the parents of the children involve as much as possible.

Essay on EDA 577 Develop Goals

As the course of weeks of planning have interpose realizing a campus improvement plan is an essential item for any growth of a learning environment. Modifying our processes, teaching practices and student learning is vital to notice in order to make our action plan become successful. We must not forget the fact that our action plan is intertwined with the vision and mission set up by the administration team for the campus. Following this will be a chart as a draft of a school improvement plan based on the data acquired from Del Castillo Elementary. It includes a summary of the feedback and goals set by my principal mentor and

Strategic Diversity Plan For Public Schools

The plan outlines five goals that we have found for our school district. These goals show our commitment to provide the highest possible standards of education for all students in our district and to ensure the fair and equitable treatment of all members of our community. We consider understanding individual differences in each student and teacher so that we can adopt the appropriate programs of study for them of the utmost importance.

Westbrook Christian School Improvement Plan Essay

Westbrook Christian School clearly states the goal improvement goals and demonstrates a grasp of the importance of data collection. School improvement goals are set with timeline and action plans, persons responsible to carry out the plans are listed, and evaluation tools are also stated in the improvement plans. Furthermore, the school recognizes not only the importance of data collection but also the significance of analyzing and using the data more effectively.

Garrett Academy Of Technology's Vision Statement

After the vision statement was written by faulty and staff members it was then approved by the school improvement council, which is made up of community stakeholders. Each school is required to develop a school improvement plan based around the school’s vision. The faculty then looked at the school data and identified gaps were improvements were needed to reach the vision. Then three smart goals were created that would allow the school to make progress in meeting the school’s vision. Garrett goals were to increase overall EOC pass rate in all testing by at least 5%, ensure that the 2014-2015 Graduation Rate meets or exceeds the CCSD Standard and our CTE Completer Rate is 95% and ensure student personal growth in preparation for the real world by effectively using the Student Support Time/Advisory period. All three of the goals will help the school make adequate progress towards achieving the vision of making all graduates college and career ready. Two of the three goals are measurable but the last goal is somewhat subjective in identifying rather or not it was met. At the start of each school year these goals are evaluated on the data. If the goal has been meet the stakeholders then create a new goal to continue moving forward. If it is not met the re-evaluate the strategies used and see how they can improve to meet the needed goals to improve student leaning. Due to the fact that the school report card has not been

A Framework For Understanding Poverty

Identifies skills, theories of change, program designs, partnerships, and ways of building schools where students achieve.

High School Improvement Action Plan

Melbourne is a very small town in north central Arkansas. Melbourne is located on the edge of the Ozark Mountains. This area is sometimes referred to as the gateway to the Ozarks. Natural beauty can be found all through Melbourne and Izard County. The outdoors are a big component of Melbourne from lakes and camping to hunting and fishing. Many people move here because of the rural population and the outdoors.

Part 3 : Tort Walk Essay

The school is responsible for designing and implementing strategies to reach the educational goals of students. The particular high school beliefs that all kids can learn and that the mission of this school is to challenge each student to learn, achieve, and fulfill his /her potential. Principals should lead each school in implementing the policies. In addition, this high school’s improvement plan of the three legal issues: unsupervised students, hallways, and field

Mission Statement For A Educational Leader

As an educational leader, I must have a vision and mission statement for the school that is known by the staff, students, and parents. The vision will address the needs of the students academically, emotionally, and socially. According to DuFour (1998), “ Those who seek to transform their school into a professional learning community as characterized by an environment fostering mutual cooperation, emotional support, personal growth, and a synergy of efforts.” The leader must implement a plan that will cultivate the success of all students. The mission will speak to the direction of the school community stating what the desire goals are. The building leader will lead by example. High expectations will be communicated and encourage by staff and students. The educational leader of a school must develop a culture of team work to create a climate that is student friendly. The vision mission and goals of the leader should be transparent. The establishment of common goals is the first step. Without common goals, sustainable progress will be impossible and thus everyone will have lower expectations. The students, parents, and staff should be commented to the goals of every child reaching their full academic potential. The school environment should speak to goal setting and high expectations for all students and staff.

School Improvement Plan For The Middle School

Simon Middle School is committed to providing an opportunity for every child to attain an appropriate and quality education. It is our goal to emphasize high expectations of strong character and ethical values to help students learn from each of life 's experiences. Our mission is to equip our students with the tools needed that will enable them to overcome any adversity they may face and become life-long learners.

Improvement Plan For Improving Improvement At School With Its Respective Standards And Pertinent Goals

It is important to create a plan to guarantee the development of the improvement at school with its respective standards and pertinent goals. In the School Improvement Plan (SIP) it is found information, where the school wants to be or it is asked to be, is encounter information of where the school wants to be or is required to be, it is a resource to develop the process and the goals to achieve. The school leader is the one that sets the goals at school? Where is the goals based on? Bernhard, (2004) mentions that the plan for improvement has to be align with the analyzed data, where administrators, teachers and other school personnel will collaborate for a common goal the learning acquisition of the students. The student’s scores reflect that are some gaps in the skills for the L.A. Gillland Elementary School, for this it is necessary to work in vertical teams and create a schedule to allow teacher to collaborate among different grade levels.

School Sheen : A Short Story : Marita Bargain

The main point of the document is that the student need to find something they like to do and try to do it well and to learn new thing. Motivating the students to do good in school and in every thing they try to do will help them in the long run. What can also help is showing the kids to lose for in the future they can know what to do, like get back up and try harder. Student success is for everyone but it matters in the way that the student tries to pass all his classes or other things that the students have to do. As many

School Improvement Essay

As we review and synthesize data of a district for planning school improvement, the following information is needed to access and determine the needs of a school. First, a thorough analysis of performance data must be reviewed to see how school districts measure up with state and federal accountability. During this process, it is very important that schools focus the performance indicators that will guarantee growth and success. School teams must refer to the districts mission and vision to guide the planning process. The performance indicators will provide data that will be beneficial in creating improvement strategies. So, after careful evaluation of the data, the next step would be to plan effective methods and strategies that will improve student achievement. Moreover, this plan should include needs, demographics and opportunities for students to be successful. Additionally, the baseline data is important information to include in the improvement plan.

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14 Tips To Improve Schools and Overall Student Performance

Finding a way to improve schools and enhance student engagement and growth can be difficult, especially because there are so many elements involved in a school district’s decision-making process when trying to make changes. Not to mention, once a school district implements changes, it takes time, data collection, and research to determine whether those changes have proven successful or not. Regardless of the gains, modifying and adjusting to acquire additional improvements is an on-going, never-ending process. Nonetheless, over a five-year period, 62% of teachers and 81% of principals feel school improvement initiatives enhance schools.

To assist in finding ways to improve the educational experience, here are 14 areas that are worth considering when schools are looking to take education to the next level:

1. Technology Usage

Despite some naysayers who believe technology is a hindrance to education and a distraction from student focus and performance, research indicates that educational technology can be a helpful tool to increase student engagement and allow unprecedented interaction with curricular content. Nowadays, most schools use SMART boards, Chromebooks, video conferencing, and more to help students process information. While there is a gold mine of untapped potential through technology, some of the benefits include improved communication, advanced research opportunities, lecture enhancement, effective assessments, and the option for a more open-ended, student-guided learning experience.

2. Teacher Training

While the magnifying glass is often on technology, material resources, and assessment, these are just tools that are a means to an end - one which hopefully finds successful outcomes. However, no matter how promising these tools may be, it is crucial to spend time ensuring that the teachers themselves are creative, engaging, and efficient deliverers of their content. After all, the teacher is the classroom facilitator who makes the plans, designs the lessons, and makes use of all resources at their disposal (or doesn’t, as the case may be).

Therefore, it is imperative to ensure teachers receive adequate professional learning covering ground-breaking technology and educational techniques. Far too often, teachers attend training sessions, but the time is limited and they are not allowed to actually engage with the new technology or material themselves. Instead, they engage as an observer  and they are forced to learn new content through a means that research has proven ineffective. As a result, many teachers take in the information, are overwhelmed or unsure about its usage, and never make an attempt to implement the new resources or learning into their lessons.

3. Cultural Activities

Sometimes school improvement comes in a simple form: cultural awareness. Creating opportunities for cultural awareness takes time and preparation on the part of teachers and administrators. When schools find ways to connect content material to students’ cultural backgrounds, students become more engaged on a personal level and content is brought to life in a way that has meaning to them. As a result, students are more willing to put forth effort and are able to better understand how their learning relates to their lives.

Schools can hold additional events to encourage cultural awareness as well, such as social festivities, dance and music workshops, and heritage clubs. Creating these cultural connections for students can make learning fun while transferring knowledge to real-world situations.

4. Motivational Guests

Sometimes a teacher can motivate students without having to do all the work themselves. Inviting guest speakers from various professions that can effectively engage and interact offers students an endless set of topic possibilities. This can happen in a variety of ways, including in-person appearances or online connections through Skype or other video conferencing tools. Guest speakers have the potential to relate to students and inspire them by describing problems, likes, dislikes, and challenges throughout their own lives that connect to the classroom content. For example, a science teacher could ask a scientist to speak about the biggest success and the biggest learning experience they’ve ever encountered in a laboratory setting. Students can then ask questions of the scientist and learn first-hand from someone who is in the field.

5. Student Counseling

Not all students share the same qualities, not do they manage school pressure in the same way. A school should understand that students spend a significant amount of time away from their families during the school year. As a result, regular check-ins with school counselors are paramount to help reduce student stress and assist with students’ problem-solving skills - both academic and personal.

6. School Maintenance

Ongoing school building and its technological platform maintenance is important, as this helps reduce lost educational time. Electrical and technological maintenance are important to reduce lost educational time. In order to provide the best possible care for students, school administrators should ensure that all campus maintenance issues are resolved as soon as possible. Schools should also have backup generators and ensure that all safety measures are working properly, not only to ensure students remain safe, but also to allow teachers to continue their lessons uninterrupted. A technological mishap can undo weeks of planning, especially since teachers often have to schedule access to computer labs and other resources weeks or even months in advance.

There should always be a backup plan to combat outages and ensure that lights, fans, and air conditioners are always operational.

Additionally, schools should ensure that hazardous chemicals, such as lead paint, lead pipes or asbestos are not present on their campus. Though eliminating these toxins is costly and time consuming, doing so is crucial to ensure student safety.

7. Parent-teacher Communication

It is imperative that school administration, teachers and personnel maintain an open line of communication with parents and the school community. Doing so keeps all parties up to date on a school's successes, challenges and general information. Administration should conduct regular meetings to encourage teacher-family involvement and give the school community an opportunity to be heard. The knowledge gleaned from these meetings can potentially be used to modify campus procedures to ensure that the learning process continues smoothly. These meetings also impact the growth and development of a school in a way that satisfies all participants in the educational process.

8. Activities Outside Classrooms

A great way to provide students with a rich learning experience that connects content to real-world concepts is to provide them with activities that take place outside of the classroom. An example of this might be to make a garden at school and ask students to be involved in all aspects of the gardening projects. Students could then conduct classes about their learning and invite community members to attend for a small fee in an effort to raise money for the school.

Improving a school's "curb appeal" is another quick and cost-effective way to provide activities outside the classroom and improve schools and school performance. Clearing weeds, pruning hedges, planting flowers, and picking up garbage in fields and parking lots are all student-friendly methods to improve the appearance of a school’s campus.

These activities can be connected to school curriculum and the real-world through teaching lessons about plant growth when working in the garden or environmental issues, such as littering, when cleaning up the schoolyard.

9. Local Campaigns

Another great way to engage students is to organize campaigns. Whether to acquire funding or support for school initiatives or simply to give students a chance to have a voice about important real-world matters, allowing students to direct a campaign not only builds their leadership skills but also gives them the opportunity to demonstrate important skills they learn in the classrooms. One of the main goals for education is to transfer classroom learning into the real world, and campaigning provides a perfect opportunity to show students that what they do can make a difference.

10. Sports Activities and Clubs

Research shows that the more involved students are at school, the better they perform academically and socially. If a school lacks extracurricular activities or ways for students to build a sense of community, they should consider providing opportunities that encourage student-school connection.

With extracurricular options that appeal to the spectrum of student interests, students will enjoy school more and be willing to try harder to complete their learning objectives. Some possibilities to consider are:

• Sports (baseball, soccer, basketball, etc.)
• Arts (drama, drawing, dance, etc.)
• Academics (quizbowl, chess, board games, etc.)

11. An Engaging Environment

Teachers are encouraged to experiment with an innovative classroom to provide new experiences within the classroom itself. This includes a willingness to re-arrange furniture or even take the classroom to new locations to provide deeper engagement and interaction with the content matter and stimulate student minds. New experiences generate student interest and when the atmosphere is a combination of rigor and fun, students will learn far more - especially if they have the opportunity to actively interact with the material.

12. Communication of Needs

Sometimes improving a school is like turning a ship around — it’s a slow process that takes time. However, if nobody turns the wheel, that ship is going to continue on its course, even if it plows into a sandbar.

Teachers, parents, administrators, and community members need to be vocal and vigilant about improving the educational experience. This can include openly sharing and expressing ideas and speaking to the appropriate officials who can make change happen. Sometimes, this involves parents or teachers approaching school administration, or administration approaching district or community members with ideas to consider.

Holding meetings and communication forums with interested parties is another great way to present research on new technology, techniques, and other ideas for school improvement. This is also an effective way to generate interest and involvement in the school community, and it helps stakeholders learn about the process and costs required to make school improvements happen.

13. Compliments for Students

Sometimes it’s the simple things in life that can make the most difference in a student’s life. Complimenting students makes them feel as if they are valued as individuals and can provide a spark that encourages them to try harder and perform beyond expectations. All school personnel should make a concerted effort to find the strengths in students and compliment them on their behavior and performance.

Encourage staff members and teachers to give specific and genuine praises to each student that highlight what they have done well and what makes them special.

14. A Positive Atmosphere

Efforts to create school improvements will only have a long-term benefit if they can be sustained. Therefore, it is imperative to build a culture of success within the district that includes continuously seeking new improvement options and campaigning for them. It is also important to document change and place reminders throughout the campus to keep school improvement while placing reminders throughout the school to keep reform and creativity as a focus in everyone’s minds.

Positivity and reinforcement are important to ensure that initiatives do not lose momentum and interest and eventually disappear into the box of good ideas that were never realized. Be the cheerleader for educational revival and enlist students and other faculty to join you on this neverending mission for improvement.

Keeping a visible record of the positive changes that have already taken place and recording goals that the school wishes to achieve are tangible ways to keep school improvement on the forefront.

Here are some possible ideas to consider:

• Choose a historian for the school’s progress. They can keep track of any improvements made to your institution and pass that information on to the next historian so there is a solid and detailed record of changes.
• Check with your school to see if a special location can be set aside to memorialize this effort. This could be a space in the library or office displaying successful school initiatives and a memorial wall with photos, plaques, and other mementos of these successes.

The Bottom Line

Without individuals pursuing new opportunities to improve student growth, schools will remain stagnant or even lose educational value. With new research showing the many benefits of innovative and creative educational methods, it is important for all stakeholders involved in education to find new and interesting ways to capture the attention of students and improve engagement while working to ensure that content learning can be transferred to real-world situations.

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Teaching Elementary School Students to Be Effective Writers

This practice guide provides four recommendations for improving elementary students’ writing. Each recommendation includes implementation steps and solutions for common roadblocks. The recommendations also summarize and rate supporting evidence. This guide is geared toward teachers, literacy coaches, and other educators who want to improve the writing of their elementary students.

On this page:

Recommendation 1: provide daily time for students to write, recommendation 2: teach students to use the writing process for a variety of purposes, recommendation 4: create an engaged community of writers.

The recommendations in this guide cover teaching the writing process, teaching fundamental writing skills, encouraging students to develop essential writing knowledge, and developing a supportive writing environment. All of these practices are aimed at achieving a single goal: enabling students to use writing flexibly and effectively to help them learn and communicate their ideas.

Download full practice guide › (opens in a new window)

Level of evidence: Minimal

Providing adequate time for students to write is one essential element of an effective writing instruction program. However, recent surveys of elementary teachers indicate that students spend little time writing during the school day. Students need dedicated instructional time to learn the skills and strategies necessary to become effective writers, as well as time to practice what they learn. Time for writing practice can help students gain confidence in their writing abilities. As teachers observe the way students write, they can identify difficulties and assist students with learning and applying the writing process.

How to carry out the recommendation

The panel recommends a minimum of one hour a day devoted to writing for students, beginning in 1st grade (For students in kindergarten, at least 30 minutes each day should be devoted to writing and developing writing skills.). The hour should include at least 30 minutes dedicated to teaching a variety of writing strategies, techniques, and skills appropriate to students’ levels, as detailed in Recommendations 2, 3, and 4 of this guide. The remaining 30 minutes should be spent on writing practice, where students apply the skills they learned from writing-skills instruction.

Time for writing practice can occur in the context of other content-area instruction. In science, for example, lab reports require detailed procedural writing and clear descriptions of observations. Students also can write imaginary diary entries of people from the time period they are studying in social studies. Additionally, students can write before, during, and/or after reading, to articulate what they already know, what they want to know, and what they learned. When teachers integrate writing tasks with other content-area lessons, students may think more critically about the content-area material. 

Level of evidence: Strong

Writing well involves more than simply documenting ideas as they come to mind. It is a process that requires that the writer think carefully about the purpose for writing, plan what to say, plan how to say it, and understand what the reader needs to know. Instruction should include the components of the writing process: planning, drafting, sharing, evaluating, revising , and editing . An additional component, publishing, may be included to develop and share a final product.

Teach students the writing process

1. teach students strategies for the various components of the writing process.

Students need to acquire specific strategies for each component of the writing process. Students should learn basic strategies, such as POW (Pick ideas, Organize their notes, Write and say more), in 1st or 2nd grade. More complicated strategies, such as peer revising, should be introduced in 2nd grade or later. Many strategies can be used to assist students with more than one component of the writing process. For example, as students plan to write a persuasive essay, they may set goals for their writing, such as providing three or more reasons for their beliefs. Students should then devise a plan for periodically assessing their progress toward meeting these goals as they write. As students evaluate their draft text, they may reread their paper to determine whether they have met the goals they articulated during planning. If not, students may revise their writing to better meet their goals.

2. Gradually release writing responsibility from the teacher to the student

Writing strategies should be taught explicitly and directly through a gradual release of responsibility from teacher to student. Teachers should ensure that students have the background knowledge and skills they need to understand and use a writing strategy. Then, teachers should describe the strategy and model its use. Teachers also should articulate the purpose of the strategy, clearly stating why students might choose to use it as a way of improving their writing. Teachers then should guide students to collaborate in small groups to practice applying the strategy. Once students demonstrate an understanding of the strategy, the teacher should encourage students to practice applying it as they write independently. Teachers should make sure they do not release responsibility to students too early.

3. Guide students to select and use appropriate writing strategies.

When students initially learn to use writing strategies, teachers frequently should discuss when and how to use the strategies throughout the writing process, as well as why the strategies are helpful. Once students learn to use a variety of strategies independently, through the gradual release process, teachers should help them understand how to select appropriate strategies and use them across a range of writing tasks.

To help students select the appropriate writing strategy, teachers might consider posting strategies on a wall chart in the classroom. One column of the chart might include a list of all the strategies, and another column might provide a list of situations in which these strategies could be used. Once students are able to use a strategy effectively and independently, they can identify and add situations to the chart. Students also can identify opportunities to apply strategies in different content areas.

4. Encourage students to be flexible in using components of the writing process

Writing requires flexibility and change. Once students have acquired a set of strategies to carry out the components of the writing process, they need to be purposeful in selecting strategies that help them meet their writing goals. They also need to learn to apply these strategies in a flexible manner, moving back and forth between different components of the writing process as they develop text and think critically about their writing goals. For example, plans and already written text may need to be revised and edited numerous times to communicate more effectively, and writing must be polished to make it suitable for publication.

1. Help students understand the different purposes of writing

Students should understand the purpose of each genre (to describe, to narrate, to inform, or to persuade/analyze) so that they can select the genre best suited to their writing task.

2. Expand students’ concept of audience

Writing for different purposes often means writing for different audiences. To help students understand the role of audience in writing, it is important to design writing activities that naturally lend themselves to different audiences. Otherwise, students may view writing in school as writing only for their teacher. When discussing writing purposes, teachers and students can generate a list of potential audiences for a given writing assignment. Students then can choose the audience that best fits their writing topic.

3. Teach students to emulate the features of good writing

Students should be exposed to exemplary texts from a variety of sources, including published or professional texts, books and textbooks, the teacher’s own writing, and peer samples. Exemplary texts can illustrate a number of features, including text structure ; use of graphs, charts, and pictures; effective word choice; and varied sentence structure.

4. Teach students techniques for writing effectively for different purposes

Students also must learn to use techniques that are specific to a purpose of writing. When developing a persuasive essay, for example, students can use the TREE (Topic sentence, Reasons—three or more, Ending, Examine) technique, whereby they make a plan for their paper that includes what they believe, reasons to support their beliefs, examples for each reason, and an ending.

Recommendation 3: Teach students to become fluent with handwriting, spelling, sentence construction, typing and word processing

Level of evidence: moderate.

When basic writing skills become relatively effortless for students, they can focus less on these basic writing skills and more on developing and communicating their ideas. However, younger writers must typically devote considerable attention to acquiring and polishing these skills before they become proficient. Spelling skills can affect the words students choose because they may be less likely to use words they cannot spell. Students also need to be able to generate strong, interesting sentences that vary in length and complexity in order to convey their intended meaning and engage readers.

When a student’s writing contains spelling mistakes and poor handwriting, it can be difficult for the reader to understand what the student is trying to convey. Word processing programs can make many aspects of the writing process easier for students, including assisting students with spelling and handwriting difficulties to write more fluently.

1. Teach very young writers how to hold a pencil correctly and form letters

Early writing instruction should begin with demonstrations of how to hold a pencil comfortably between the thumb and forefinger, resting on the middle finger. Teachers also should show young writers the most efficient and legible ways to form each letter, regardless of whether print or cursive script is used. Teachers also should show young writers the most efficient and legible ways to form each letter, regardless of whether print or cursive script is used. Because handwriting is a motor skill, it works best to practice in multiple short sessions. Students also should apply their handwriting skills in sentences and in authentic writing activities.

2. Teach students to spell words correctly

A relatively small number of words (850) account for 80 percent of the words elementary- grade students use in their writing. Teachers should help students learn to spell words they commonly use. Although many elementary schools have an explicit spelling curriculum, teachers should connect spelling instruction with writing as much as possible. Students should be encouraged to learn words they frequently misspell, as well as words they wish to include in their writing. Teachers also should help students acquire the skills they need to generate and check plausible spellings for words.

3. Teach students to construct sentences for fluency , meaning and style

Students should learn to write strong sentences that convey their intended meaning and engage readers. Teachers should focus sentence-level instruction on sentence construction, encouraging students to consider the meaning and syntax of the sentences they develop. Teachers also should explicitly demonstrate how sentence construction and sentence mechanics, such as punctuation and capitalization, interact to form strong sentences. Students also need instruction on how to use a variety of sentence structures in their writing.

4. Teach students to type fluently and to use a word processor to compose

Students should be introduced to typing in 1st grade. By 2nd grade, students should begin regular typing practice. By the end of 2nd or 3rd grade, students should be able to type as fast as they can write by hand. Instruction in typing should be accompanied by instruction in how to use a word processor.

Students need both the skill and the will to develop as writers.97 Teachers should establish a supportive environment in their classroom to foster a community of writers who are motivated to write well. In a supportive writing environment, teachers participate as writers, not simply instructors, to demonstrate the importance of writing. By taking part in writing lessons and activities, teachers convey the message that writing is important, valued, and rewarding.

1. Teachers should participate by writing and sharing their writing

Teachers should model how the ability to write affects their daily lives, demonstrate the importance of writing to communicate, model the perseverance required to create a good piece of writing, and express the satisfaction that can come from creating a meaningful text. For example, a teacher could draft a letter or an email to a friend in front of students, thinking out loud to make the invisible act of composing — which occurs internally for experienced writers — more visible to students.

2. Give students writing choices

Teachers should provide opportunities for student choice in writing assignments — for example, choice in selecting writing topics or the freedom to modify a teacher-selected prompt.One way to foster choice is for students to keep a notebook in which they record topics for writing. Teachers also need to provide instruction and opportunities for students to practice writing to prompts.

3. Encourage students to collaborate as writers

Teachers can encourage students to collaborate throughout the writing process by brainstorming ideas about a topic, responding to drafts in a writing group, or helping peers edit or revise their work. Collaboration also can take the form of collaborative writing, whereby students jointly develop a single text.

4. Provide students with opportunities to give and receive feedback

Students need to know whether their writing is accurately and appropriately conveying its message. One way students can determine this is by sharing their writing and responding to written and verbal feedback from the teacher and their peers. Although teachers should provide feedback to students through teacher-student conferences and rubrics, peers also should be encouraged to participate in the feedback process. Students also need to be taught strategies and appropriate language for written feedback.

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About the author.

Dr. Steve Graham is the Warner Professor in the Division of Leadership and Innovation at Arizona State University Teachers College. For more than 30 years he has studied how writing develops, how to teach it effectively, and how writing can be used to support reading and learning, particularly for students with learning disabilities. In recent years, he has been involved in the development and testing of digital tools for supporting writing and reading.

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51 Constructive Feedback Examples for Students

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

Learn about our Editorial Process

Constructive feedback is feedback that helps students learn and grow.

Even though it highlights students’ weaknesses, it is not negative feedback because it has a purpose. It is designed to help them identify areas for improvement.

It serves both as an example of positive reinforcement and a reminder that there is always room for further improvement. Studies show that students generally like feedback that points them in the right direction and helps them to improve. It can also increase motivation for students.

Why Give Constructive Feedback?

Constructive feedback is given to help students improve. It can help people develop a growth mindset by helping them understand what they need to do to improve.

It can also help people to see that their efforts are paying off and that they can continue to grow and improve with continued effort.

Additionally, constructive feedback helps people to feel supported and motivated to keep working hard. It shows that we believe in their ability to grow and succeed and that we are willing to help them along the way.

How to Give Constructive Feedback

Generally, when giving feedback, it’s best to:

• Make your feedback specific to the student’s work
• Point out areas where the student showed effort and where they did well
• Offer clear examples of how to improve
• Be positive about the student’s prospects if they put in the hard work to improve
• Encourage the student to ask questions if they don’t understand your feedback

Furthermore, it is best to follow up with students to see if they have managed to implement the feedback provided.

General Constructive Feedback Examples for Students

The below examples are general templates that need to be edited so they are specific to the student’s work.

1. You are on the right track. By starting to study for the exam earlier, you may be able to retain more knowledge on exam day.

2. I have seen your improvement over time. As a next step, it is a good idea to…

3. You have improved a lot and should start to look towards taking on harder tasks for the future to achieve more self-development.

4. You have potential and should work on your weaknesses to achieve better outcomes. One area for improvement is…

5. Keep up the good work! You will see better results in the future if you make the effort to attend our study groups more regularly.

6. You are doing well, but there is always room for improvement. Try these tips to get better results: …

7. You have made some good progress, but it would be good to see you focusing harder on the assignment question so you don’t misinterpret it next time.

8. Your efforts are commendable, but you could still do better if you provide more specific examples in your explanations.

9. You have done well so far, but don’t become complacent – there is always room for improvement! I have noticed several errors in your notes, including…

10. It is great that you are trying your best, but don’t stop here – keep pushing yourself to get even better results. It would be good to see you editing your work to remove the small errors creeping into your work…

11. You have put in a lot of hard work, and it is starting to show. One area for improvement is your tone of voice, which sometimes comes across too soft. Don’t be afraid to project your voice next time.

12. You are making good progress, but don’t forget to focus on your weaknesses too. One weakness to focus on is…

13. Your efforts are commendable, but it would have been good to have seen you focus throughout as your performance waned towards the end of the session.

15. While your work is good, I feel you are becoming complacent – keep looking for ways to improve. For example, it would be good to see you concentrating harder on providing critique of the ideas explored in the class.

16. It is great that you are trying your best, but don’t stop here – keep pushing yourself to get even better results! Try to improve your handwriting by slowing down and focusing on every single letter.

17. You have put in a lot of hard work, and it is starting to show. Keep up the good work and you will see your grades slowly grow more and more. I’d like to see you improving your vocabulary for future pieces.

18. You are making good progress, but don’t forget to focus on your weaknesses too. One weakness to focus on is…

19. You have potential and should work on your using more appropriate sources to achieve better outcomes. As a next step, it is a good idea to…

Constructive Feedback for an Essay

1. Your writing style is good but you need to use more academic references in your paragraphs.

2. While you have reached the required word count, it would be good to focus on making sure every paragraph addresses the essay question.

3. You have a good structure for your essay, but you could improve your grammar and spelling.

4. You have made some good points, but you could develop them further by using more examples.

5. Your essay is well-written, but it would be helpful to provide more analysis of the topic.

6. You have answered the question well, but you could improve your writing style by being more concise.

7. Excellent job! You have covered all the key points and your writing is clear and concise.

8. There are a few errors in your essay, but overall it is well-written and easy to understand.

9. There are some mistakes in terms of grammar and spelling, but you have some good ideas worth expanding on.

10. Your essay is well-written, but it needs more development in terms of academic research and evidence.

11. You have done a great job with what you wrote, but you missed a key part of the essay question.

12. The examples you used were interesting, but you could have elaborated more on their relevance to the essay.

13. There are a few errors in terms of grammar and spelling, but your essay is overall well-constructed.

14. Your essay is easy to understand and covers all the key points, but you could use more evaluative language to strengthen your argument.

15. You have provided a good thesis statement , but the examples seem overly theoretical. Are there some practical examples that you could provide?

Constructive Feedback for Student Reports

1. You have worked very hard this semester. Next semester, work on being more consistent with your homework.

2. You have improved a lot this semester, but you need to focus on not procrastinating.

3. You are doing well in most subjects, but you could improve your grades by paying more attention in class and completing all your homework.

4. You are doing well in most subjects, but you could still improve your grades by studying more and asking for help when you don’t understand something.

5. You have shown great improvement this semester, keep up the good work! However, you might want to focus on improving your test scores by practicing more.

6. You have made some good progress this semester, but you need to continue working hard if you want to get good grades next year when the standards will rise again.

7. Next semester, focus on completing all your homework on time and paying more attention in class.

8. You have worked hard this semester, but you could still improve your grades by taking your time rather than racing through the work.

9. Next semester, focus on completing all your homework in advance so you have time to check it over before submission.

10. While you usually understand the instructions, don’t forget to ask for help when you don’t understand something rather than guessing.

11. You have shown great improvement this semester, but you need to focus some more on being self-motivated rather than relying on me to keep you on task.

Constructive feedback on Homework

1. While most of your homework is great, you missed a few points in your rush to complete it. Next time, slow down and make sure your work is thorough.

2. You put a lot of effort into your homework, and it shows. However, make sure to proofread your work for grammar and spelling mistakes.

3. You did a great job on this assignment, but try to be more concise in your writing for future assignments.

4. This homework is well-done, but you could have benefited from more time spent on research.

5. You have a good understanding of the material, but try to use more examples in your future assignments.

6. You completed the assignment on time and with great accuracy. I noticed you didn’t do the extension tasks. I’d like to see you challenging yourself in the future.

Related Articles

• Examples of Feedback for Teachers
• 75 Formative Assessment Examples

Giving and receiving feedback is an important part of any learning process. All feedback needs to not only grade work, but give advice on next steps so students can learn to be lifelong learners. By providing constructive feedback, we can help our students to iteratively improve over time. It can be challenging to provide useful feedback, but by following the simple guidelines and examples outlined in this article, I hope you can provide comments that are helpful and meaningful.

• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 10 Reasons you’re Perpetually Single
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 20 Montessori Toddler Bedrooms (Design Inspiration)
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 21 Montessori Homeschool Setups
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 101 Hidden Talents Examples

2 thoughts on “51 Constructive Feedback Examples for Students”

Very helpful to see so much great developmental feedback with so many different examples.

Great examples of constructive feedback, also has reinforced on the current approach i take.

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Classroom Q&A

With larry ferlazzo.

In this EdWeek blog, an experiment in knowledge-gathering, Ferlazzo will address readers’ questions on classroom management, ELL instruction, lesson planning, and other issues facing teachers. Send your questions to [email protected]. Read more from this blog.

Four Strategies for Effective Writing Instruction

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(This is the first post in a two-part series.)

The new question-of-the-week is:

What is the single most effective instructional strategy you have used to teach writing?

Teaching and learning good writing can be a challenge to educators and students alike.

The topic is no stranger to this column—you can see many previous related posts at Writing Instruction .

But I don’t think any of us can get too much good instructional advice in this area.

Today, Jenny Vo, Michele Morgan, and Joy Hamm share wisdom gained from their teaching experience.

Before I turn over the column to them, though, I’d like to share my favorite tool(s).

Graphic organizers, including writing frames (which are basically more expansive sentence starters) and writing structures (which function more as guides and less as “fill-in-the-blanks”) are critical elements of my writing instruction.

You can see an example of how I incorporate them in my seven-week story-writing unit and in the adaptations I made in it for concurrent teaching.

You might also be interested in The Best Scaffolded Writing Frames For Students .

Now, to today’s guests:

‘Shared Writing’

Jenny Vo earned her B.A. in English from Rice University and her M.Ed. in educational leadership from Lamar University. She has worked with English-learners during all of her 24 years in education and is currently an ESL ISST in Katy ISD in Katy, Texas. Jenny is the president-elect of TexTESOL IV and works to advocate for all ELs:

The single most effective instructional strategy that I have used to teach writing is shared writing. Shared writing is when the teacher and students write collaboratively. In shared writing, the teacher is the primary holder of the pen, even though the process is a collaborative one. The teacher serves as the scribe, while also questioning and prompting the students.

The students engage in discussions with the teacher and their peers on what should be included in the text. Shared writing can be done with the whole class or as a small-group activity.

There are two reasons why I love using shared writing. One, it is a great opportunity for the teacher to model the structures and functions of different types of writing while also weaving in lessons on spelling, punctuation, and grammar.

It is a perfect activity to do at the beginning of the unit for a new genre. Use shared writing to introduce the students to the purpose of the genre. Model the writing process from beginning to end, taking the students from idea generation to planning to drafting to revising to publishing. As you are writing, make sure you refrain from making errors, as you want your finished product to serve as a high-quality model for the students to refer back to as they write independently.

Another reason why I love using shared writing is that it connects the writing process with oral language. As the students co-construct the writing piece with the teacher, they are orally expressing their ideas and listening to the ideas of their classmates. It gives them the opportunity to practice rehearsing what they are going to say before it is written down on paper. Shared writing gives the teacher many opportunities to encourage their quieter or more reluctant students to engage in the discussion with the types of questions the teacher asks.

Writing well is a skill that is developed over time with much practice. Shared writing allows students to engage in the writing process while observing the construction of a high-quality sample. It is a very effective instructional strategy used to teach writing.

‘Four Square’

Michele Morgan has been writing IEPs and behavior plans to help students be more successful for 17 years. She is a national-board-certified teacher, Utah Teacher Fellow with Hope Street Group, and a special education elementary new-teacher specialist with the Granite school district. Follow her @MicheleTMorgan1:

For many students, writing is the most dreaded part of the school day. Writing involves many complex processes that students have to engage in before they produce a product—they must determine what they will write about, they must organize their thoughts into a logical sequence, and they must do the actual writing, whether on a computer or by hand. Still they are not done—they must edit their writing and revise mistakes. With all of that, it’s no wonder that students struggle with writing assignments.

In my years working with elementary special education students, I have found that writing is the most difficult subject to teach. Not only do my students struggle with the writing process, but they often have the added difficulties of not knowing how to spell words and not understanding how to use punctuation correctly. That is why the single most effective strategy I use when teaching writing is the Four Square graphic organizer.

The Four Square instructional strategy was developed in 1999 by Judith S. Gould and Evan Jay Gould. When I first started teaching, a colleague allowed me to borrow the Goulds’ book about using the Four Square method, and I have used it ever since. The Four Square is a graphic organizer that students can make themselves when given a blank sheet of paper. They fold it into four squares and draw a box in the middle of the page. The genius of this instructional strategy is that it can be used by any student, in any grade level, for any writing assignment. These are some of the ways I have used this strategy successfully with my students:

* Writing sentences: Students can write the topic for the sentence in the middle box, and in each square, they can draw pictures of details they want to add to their writing.

* Writing paragraphs: Students write the topic sentence in the middle box. They write a sentence containing a supporting detail in three of the squares and they write a concluding sentence in the last square.

* Writing short essays: Students write what information goes in the topic paragraph in the middle box, then list details to include in supporting paragraphs in the squares.

When I gave students writing assignments, the first thing I had them do was create a Four Square. We did this so often that it became automatic. After filling in the Four Square, they wrote rough drafts by copying their work off of the graphic organizer and into the correct format, either on lined paper or in a Word document. This worked for all of my special education students!

I was able to modify tasks using the Four Square so that all of my students could participate, regardless of their disabilities. Even if they did not know what to write about, they knew how to start the assignment (which is often the hardest part of getting it done!) and they grew to be more confident in their writing abilities.

In addition, when it was time to take the high-stakes state writing tests at the end of the year, this was a strategy my students could use to help them do well on the tests. I was able to give them a sheet of blank paper, and they knew what to do with it. I have used many different curriculum materials and programs to teach writing in the last 16 years, but the Four Square is the one strategy that I have used with every writing assignment, no matter the grade level, because it is so effective.

‘Swift Structures’

Joy Hamm has taught 11 years in a variety of English-language settings, ranging from kindergarten to adult learners. The last few years working with middle and high school Newcomers and completing her M.Ed in TESOL have fostered stronger advocacy in her district and beyond:

A majority of secondary content assessments include open-ended essay questions. Many students falter (not just ELs) because they are unaware of how to quickly organize their thoughts into a cohesive argument. In fact, the WIDA CAN DO Descriptors list level 5 writing proficiency as “organizing details logically and cohesively.” Thus, the most effective cross-curricular secondary writing strategy I use with my intermediate LTELs (long-term English-learners) is what I call “Swift Structures.” This term simply means reading a prompt across any content area and quickly jotting down an outline to organize a strong response.

To implement Swift Structures, begin by displaying a prompt and modeling how to swiftly create a bubble map or outline beginning with a thesis/opinion, then connecting the three main topics, which are each supported by at least three details. Emphasize this is NOT the time for complete sentences, just bulleted words or phrases.

Once the outline is completed, show your ELs how easy it is to plug in transitions, expand the bullets into detailed sentences, and add a brief introduction and conclusion. After modeling and guided practice, set a 5-10 minute timer and have students practice independently. Swift Structures is one of my weekly bell ringers, so students build confidence and skill over time. It is best to start with easy prompts where students have preformed opinions and knowledge in order to focus their attention on the thesis-topics-supporting-details outline, not struggling with the rigor of a content prompt.

Here is one easy prompt example: “Should students be allowed to use their cellphones in class?”

Swift Structure outline:

Thesis - Students should be allowed to use cellphones because (1) higher engagement (2) learning tools/apps (3) gain 21st-century skills

Topic 1. Cellphones create higher engagement in students...

Details A. interactive (Flipgrid, Kahoot)

B. less tempted by distractions

C. teaches responsibility

Topic 2. Furthermore,...access to learning tools...

A. Google Translate description

B. language practice (Duolingo)

C. content tutorials (Kahn Academy)

Topic 3. In addition,...practice 21st-century skills…

Details A. prep for workforce

B. access to information

C. time-management support

This bare-bones outline is like the frame of a house. Get the structure right, and it’s easier to fill in the interior decorating (style, grammar), roof (introduction) and driveway (conclusion). Without the frame, the roof and walls will fall apart, and the reader is left confused by circuitous rubble.

Once LTELs have mastered creating simple Swift Structures in less than 10 minutes, it is time to introduce complex questions similar to prompts found on content assessments or essays. Students need to gain assurance that they can quickly and logically explain and justify their opinions on multiple content essays without freezing under pressure.

Thanks to Jenny, Michele, and Joy for their contributions!

Please feel free to leave a comment with your reactions to the topic or directly to anything that has been said in this post.

Consider contributing a question to be answered in a future post. You can send one to me at [email protected] . When you send it in, let me know if I can use your real name if it’s selected or if you’d prefer remaining anonymous and have a pseudonym in mind.

You can also contact me on Twitter at @Larryferlazzo .

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• Teaching English-Language Learners
• Reading Instruction
• Writing Instruction
• Education Policy Issues
• Differentiating Instruction
• Math Instruction
• Science Instruction
• Advice for New Teachers
• Author Interviews
• Entering the Teaching Profession
• The Inclusive Classroom
• Learning & the Brain
• Administrator Leadership
• Teacher Leadership
• Relationships in Schools
• Professional Development
• Instructional Strategies
• Best of Classroom Q&A
• Professional Collaboration
• Classroom Organization
• Mistakes in Education
• Project-Based Learning

I am also creating a Twitter list including all contributors to this column .

The opinions expressed in Classroom Q&A With Larry Ferlazzo are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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How to Motivate Elementary School Students to Develop Writing Skills

Rapidly advancing technology makes communication more accessible, simpler, and more convenient than ever before. Young children in elementary school are receiving an outside education in the art of modern writing and communication.

The problem is that many students are learning habits at a crucial age that may help them pick the perfect emoji or gif for a social situation, but it won’t help them learn the appropriate forms of “your,” “you’re,” and “yours.”

The (D)Evolution of Writing

The lack of formality in modern communication leaves educators unsure of how to teach writing to elementary students. No one outside of the classroom writes essays anymore. Instead, we write articles and blog posts, like this one; we tweet and give TED talks.

The art of writing and the rules associated with the craft seem further removed from the zeitgeist than ever before. Therefore, teaching your elementary students to write essays correctly can seem like an impossible task, especially when they spend so much time communicating with one another via other mediums.

At Marco Learning , our mission is to help teachers and schools better educate their students. That’s why we’re providing tips on how to teach essay writing to elementary students, as well as some tips and tricks for improving your students’ writing skills overall.

In this post, we’ll cover:

• Data on elementary student writing levels
• How to help kids with writing
• How to develop your students’ writing skills in fun ways

The Statistics

According to reports from the National Center for Education , SAT mean scores in writing dropped from 497 to 484 over nine years (2006-2015). Furthermore, during this period, the number fell every year.

With roughly only 25 percent of students testing as proficient in writing, it can be easy to point the finger at social media and constant access to screens. However, the issue starts in the classroom.

In 2016, 40 percent of students who took the ACT writing exam lacked the reading and writing skills necessary to complete a college-level English composition class.

How to Evaluate a Student’s Writing Skill Level

Let’s be clear. We’re not blaming you, the fearless educators. It’s an issue that’s far more systemic.

Elementary school is the time when students first learn how language operates. They’re expected to grasp vocabulary, grammar, and spelling while simultaneously expressing and conveying ideas and arguments in a concise, organized way, making it hard to know how to develop writing skills in a child.

The Challenges of Learning to Write

Elementary school is a crucial time in a child’s development, and the pace at which students are expected to learn and succeed is exceptionally fast. By the time students reach middle or high school, they’re expected to write multi-paragraph essays containing formal introductions, arguments with supporting evidence, and conclusions.

The problem is that language is a vast territory, and with so many exceptions to the rule, students often become overwhelmed and stop trying.

Common Struggles Students Face

Students often face a variety of struggles when it comes to writing, whether in the classroom or at home. From grammar to organization, these are the most common hurdles:

• Lack of topic ideas
• Lack of structure leading to disorganized thoughts
• A feeling of disconnect from the assignment

When it comes to writing, the actual words your students use and how they use those words is vital, but putting “pen to paper” is the last step of a long process that requires plenty of practice and planning.

How to Tell if Your Student is Struggling with Writing

There are more signs that your student is struggling with their writing than poor sentence-level mechanics. Whether you’re a new teacher or not, you know that the signs of a struggling student go beyond the quality and grading of their assignments. Therefore, to improve their writing, you need to address each area.

You can identify a student that is struggling with their writing by paying close attention to their work and how they behave in the classroom. Many students who struggle exhibit such signs as:

• Poor spelling and grammar
• Lack of organized thoughts and structure
• Sometimes because the student doesn’t feel they are prepared enough to complete it

Now that we’ve covered the issues and how to spot them, let’s figure out how to prevent them and provide students with a positive fix that will increase their writing efficiency.

How to Develop Elementary Students’ Writing Skills in a Fun Way

Young students, especially those in elementary school don’t benefit from long attention spans. In fact, a 2015 study found that adults have an attention span that lasts about eight seconds. Keeping your students engaged while teaching them better writing skills is no small task.

CLASSROOM ACTIVITIES TO IMPROVE WRITING

We’re going to break these activities down into three sections that each relate to common issues: Ideas, disorganization, and disconnection from the assignment.

Lack of Ideas

• Allowing your students to generate ideas in a group and brainstorm is an effective tool. If a student is stuck on an idea, hearing what others say can create inspiration. Additionally, if multiple kids are stuck on an idea, a group setting allows them to feel less alone from their lack of an idea.
• Allow your students to work on an assignment in pairs, groups, or as a whole class. Similar to sharing ideas out loud, this method gets your students to better think about how to structure an essay and share their writing styles
• A writing prompt or starter sentence doesn’t allow your student to claim they don’t know what to write about and forces them to begin while guiding them.
• Allow your students to free write for a few minutes and encourage them to ignore structure and grammar (for now). Free writing is an excellent tactic for getting the creative juices going.

Disorganized and Lack of Structure

• Instead of making students write a five-paragraph essay all at once, break each part of it into sections. Provide students with a graphic breakdown of each section that includes helpful hints for writing and structure.
• Give your students an example of what you’re looking for and provide explanations for different sections.
• Instead of focusing on an essay as a whole, teach smaller chunks of the essay and its structure. Take 10 – 15 minutes to focus solely on lead sentences or transitional phrases.
• A writing toolbox can include anything you think may help struggling students improve their writing. Include resources like a list of transitional words or phrases, a list of words to avoid, and a grammar cheat sheet.

Disconnected from the Assignment

• Either let your students choose from a list of approved topics or give them the option to pick their own for approval. Often, students who feel invested in a subject are more likely to write more and try harder.
• Writing an essay for a grade isn’t always enough to get some students engaged, especially if they’re struggling already. Raise the stakes and give them a greater purpose by creating unique assignments. For example, have them write a blog post they have to share with the class or a travel brochure to their favorite destination.
• Whether in small groups or one-on-one, it’s vital for teachers to pay attention to each student and identify where they are struggling. When students feel disengaged, it may be because they think they lack the skills to do well. Make sure to target different areas for each student.

AT HOME ACTIVITIES FOR PARENTS

Just as in the classroom, teaching your kids writing skills at home is essential because it shows your kids multiple methods and ways to write. Writing at home also keeps what your child learned in school fresher in their minds. Remember the length of that attention span? Knowing how to help kids with writing isn’t always easy, so we’ve got a few helpful tips.

Here are a few ways parents can help at home:

• Task your child with writing instructions for taking care of the family pet.
• Dictate to your child what you need on your shopping list and have them write the items down.
• Have them spend five minutes after school journaling about their day.
• Write an online review of something they like.

Create a space in your home where your child will feel comfortable doing homework and other writing exercises. When doing exercises with them, don’t be afraid to make it fun with crayons, colored pencils, and markers.

If you enjoy reading to your child, try and write a story together. By reading and writing together, you’ll help your child develop ideas more efficiently, which will translate to their performance in the classroom.

Improving young students’ writing skills may seem like a tall challenge, but by doing a little planning yourself and identifying the individual needs and issues of each student, you’ll be able to transform your classroom into a great writers workshop.

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THE FOREGOING DOES NOT AFFECT ANY WARRANTIES THAT CANNOT BE EXCLUDED OR LIMITED UNDER APPLICABLE LAW.

Limitation on Liability

TO THE FULLEST EXTENT PROVIDED BY LAW, IN NO EVENT WILL THE COMPANY, ITS AFFILIATES, OR THEIR LICENSORS, SERVICE PROVIDERS, EMPLOYEES, AGENTS, OFFICERS, OR DIRECTORS BE LIABLE FOR DAMAGES OF ANY KIND, UNDER ANY LEGAL THEORY, ARISING OUT OF OR IN CONNECTION WITH YOUR USE, OR INABILITY TO USE, THE WEBSITE, ANY WEBSITES LINKED TO IT, ANY CONTENT ON THE WEBSITE OR SUCH OTHER WEBSITES, INCLUDING ANY DIRECT, INDIRECT, SPECIAL, INCIDENTAL, CONSEQUENTIAL, OR PUNITIVE DAMAGES, INCLUDING BUT NOT LIMITED TO, PERSONAL INJURY, PAIN AND SUFFERING, EMOTIONAL DISTRESS, LOSS OF REVENUE, LOSS OF PROFITS, LOSS OF BUSINESS OR ANTICIPATED SAVINGS, LOSS OF USE, LOSS OF GOODWILL, LOSS OF DATA, AND WHETHER CAUSED BY TORT (INCLUDING NEGLIGENCE), BREACH OF CONTRACT, OR OTHERWISE, EVEN IF FORESEEABLE.

THE FOREGOING DOES NOT AFFECT ANY LIABILITY THAT CANNOT BE EXCLUDED OR LIMITED UNDER APPLICABLE LAW.

Indemnification

You agree to defend, indemnify, and hold harmless the Company, its affiliates, licensors, and service providers, and its and their respective officers, directors, employees, contractors, agents, licensors, suppliers, successors, and assigns from and against any claims, liabilities, damages, judgments, awards, losses, costs, expenses, or fees (including reasonable attorneys’ fees) arising out of or relating to your violation of these Terms of Use or your use of the Website, including, but not limited to, your User Contributions, any use of the Website’s content, services, and products other than as expressly authorized in these Terms of Use or your use of any information obtained from the Website.

Governing Law and Jurisdiction

All matters relating to the Website and these Terms of Use and any dispute or claim arising therefrom or related thereto (in each case, including non-contractual disputes or claims), shall be governed by and construed in accordance with the internal laws of the State of New Jersey without giving effect to any choice or conflict of law provision or rule (whether of the State of New Jersey or any other jurisdiction).

Any legal suit, action, or proceeding arising out of, or related to, these Terms of Use or the Website shall be instituted exclusively in the federal courts of the United States or the courts of the State of New Jersey in each case located in the County of Monmouth although we retain the right to bring any suit, action, or proceeding against you for breach of these Terms of Use in your country of residence or any other relevant country. You waive any and all objections to the exercise of jurisdiction over you by such courts and to venue in such courts. You may not under any circumstances commence or maintain against us any class action, class arbitration, or other representative action or proceeding.

Arbitration

By using this Website, you agree, at Company’s sole discretion, that it may require you to submit any disputes arising from the use of these Terms of Use or the Website, including disputes arising from or concerning their interpretation, violation, invalidity, non-performance, or termination, to final and binding arbitration under the Rules of Arbitration of the American Arbitration Association applying New Jersey law. In doing so, YOU GIVE UP YOUR RIGHT TO GO TO COURT to assert or defend any claims between you and us. YOU ALSO GIVE UP YOUR RIGHT TO PARTICIPATE IN A CLASS ACTION OR OTHER CLASS PROCEEDING. Your rights may be determined by a NEUTRAL ARBITRATOR, NOT A JUDGE OR JURY. You are entitled to a fair hearing before the arbitrator. The arbitrator can grant any relief that a court can, but you should note that arbitration proceedings are usually simpler and more streamlined than trials and other judicial proceedings. Decisions by the arbitrator are enforceable in court and may be overturned by a court only for very limited reasons.

Any proceeding to enforce this arbitration provision, including any proceeding to confirm, modify, or vacate an arbitration award, may be commenced in any court of competent jurisdiction. In the event that this arbitration provision is for any reason held to be unenforceable, any litigation against Company must be commenced only in the federal or state courts located in Monmouth County, New Jersey. You hereby irrevocably consent to the jurisdiction of those courts for such purposes.

Limitation on Time to File Claims

ANY CAUSE OF ACTION OR CLAIM YOU MAY HAVE ARISING OUT OF OR RELATING TO THESE TERMS OF USE OR THE WEBSITE MUST BE COMMENCED WITHIN ONE (1) YEAR AFTER THE CAUSE OF ACTION ACCRUES, OTHERWISE, SUCH CAUSE OF ACTION OR CLAIM IS PERMANENTLY BARRED.

Waiver and Severability

No waiver by the Company of any term or condition set out in these Terms of Use shall be deemed a further or continuing waiver of such term or condition or a waiver of any other term or condition, and any failure of the Company to assert a right or provision under these Terms of Use shall not constitute a waiver of such right or provision.

If any provision of these Terms of Use is held by a court or other tribunal of competent jurisdiction to be invalid, illegal, or unenforceable for any reason, such provision shall be eliminated or limited to the minimum extent such that the remaining provisions of the Terms of Use will continue in full force and effect.

Entire Agreement

The Terms of Use, our Privacy Policy, and Terms of Sale constitute the sole and entire agreement between you and Marco Learning LLC regarding the Website and supersede all prior and contemporaneous understandings, agreements, representations, and warranties, both written and oral, regarding the Website.

Communications and Miscellaneous

If you provide us your email address, you agree and consent to receive email messages from us. These emails may be transaction or relationship communications relating to the products or services we offer, such as administrative notices and service announcements or changes, or emails containing commercial offers, promotions or special offers from us.

Your Comments and Concerns

This website is operated by Marco Learning LLC, a New Jersey limited liability company with an address of 113 Monmouth Road, Suite 1, Wrightstown, New Jersey 08562.

Please contact us   for all other feedback, comments, requests for technical support, and other communications relating to the Website.