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What teachers really want to tell parents

What teachers really want to tell parents
Teacher Ron Clark is pictured with his students. Ron Clark is an award-winning teacher who started his own academy in AtlantaHe wants parents to trust teachers and their advice about their students Clark says some teachers hand out A grades so parents won't bother themIt's OK for kids to get in trouble sometimes; it teaches life lessons, Clark says Editor's note: Ron Clark, author of "The End of Molasses Classes: Getting Our Kids Unstuck -- 101 Extraordinary Solutions for Parents and Teachers," has been named "American Teacher of the Year" by Disney and was Oprah Winfrey's pick as her "Phenomenal Man." He founded The Ron Clark Academy, which educators from around the world have visited to learn. This article's massive social media response inspired CNN to follow up with Facebook users. Some of the best comments were featured in a gallery. (CNN) -- This summer, I met a principal who was recently named as the administrator of the year in her state. So, what can we do to stem the tide? Wow. Related:  To Read LaterInteresting

Promoting Thriving in School-Aged Children: A Checklist It's important for adults to remember what children are designed to be doing during childhood--challenging social play outdoors in the rhythms of nature . During the school-age years, children build their sense of belonging, competence, autonomy, purpose, as well as trust and understanding of the world. This is best done through self-directed play. But children these days must be in school during these key years. How can parents in the modern world help children thrive despite needing to be in school all day? Does your child get ? Does your child have s (no electronics or structures) outside in nature? Does your child ? Does your child with its disturbing additives? Does your child eat ? Does your child get ? Does your child feel like he or she is an important member of the family? Is your child called on to in some fashion (e.g., taking out the garbage, setting the table)? Does your child have autonomy to ? Do you ? Does your child have a ? Here is a checklist for you. here .

A primer on Social Security - The Fact Checker (J. Scott Applewhite/AP) This is an updated version of The Fact Checker’s guide to Social Security and how it is financed. What is Social Security? Social Security was created in response to the pervasive poverty during the Great Depression. About 70 percent of the 57 million beneficiaries are retired workers; the rest are disabled workers, dependents or survivors. The benefits are inflation-adjusted after initial receipt, a feature that is almost impossible to find in the U.S. annuity market. How is Social Security financed? About 96 percent of workers must pay a certain amount of their paycheck, generally 6.2 percent, into the system, an amount that is matched by their employers. This results in a 12.4 percent tax on income, as most economists would agree that the full amount is taken from the worker’s wage compensation. Social Security is a pay-as-you-go system, which means that payments collected today are immediately used to pay benefits. This is where it gets confusing.

Now We Know Why Obama Doesn’t Understand VAM In order to truly understand value added modeling (VAM), forget the likes of me and of others who hold degrees in mathematics, or statistics, or measurement. Forget that we offer solid, detailed discussions of the problems of VAM. Forget also that those who formerly promoted VAM, like Louisiana’s George Noell, are mysteriously “no longer associated with the project.” According to Michael Bloomberg, just ask a banker. That’s right. Banker and former director of the Office of Management and Budget for the Obama administration Peter Orszag has written an enlightening piece for explaining that VAM really does work. First, let me begin with Orszag’s statement regarding “promoting the most talented teachers.” One way of measuring a teacher’s effectiveness has been to see how much his or her students’ test scores rise. According to our banker, VAM is the answer to the “teacher problem.” Critics complain, however, that this measurement has two potential flaws: Okay. Nope. Wow.

Those persistent myths about the Sept. 11 attacks - The Fact Checker (Michael Lutzky/THE WASHINGTON POST) Somehow, there are still people who don’t believe that on Sept. 11, 2001, a group of terrorists seized four commercial jetliners and piloted them toward New York and Washington, killing thousands of people. Never mind the reams of sober and professional reports that have explored what actually happened and why. * that a missile struck the Pentagon, not a Boeing 757 * that U.S. air defenses were ordered to “stand down” on 9/11 * that government agents gathered all of the passengers from the four jets on Flight 93, and then brought it down * that World Trade Center 7 was professionally demolished. A team of journalists from Popular Mechanics has done a remarkable job exploring 25 of the most prominent conspiracy theories. The book completely demolishes all of the most outlandish assertions, using actual facts and information provided by an impressive array of experts. The Air Force was ordered to stand down on 9/11, allowing the plot to unfold The Facts:

Does Language Shape What We Think? My seventh-grade English teacher exhorted us to study vocabulary with the following: "We think in words. The more words you know, the more thoughts you can have." This compound notion that language allows you to have ideas otherwise un-haveable, and that by extension people who own different words live in different conceptual worlds -- called "Whorfianism" after its academic evangelist, Benjamin Lee Whorf -- is so pervasive in modern thought as to be unremarkable. Eskimos, as is commonly reported, have myriads of words for snow, affecting how they perceive frozen percipitation. A popular book on English notes that, unlike English, "French and German can distinguish between knowledge that results from recognition ... and knowledge that results from understanding." Politicians try to win the rhetorical battle ("pro-life" vs. For all its social success, Whorfianism has fared less well scientifically. Oh, and Eskimos don't have all that many words for snow. But the Pirahã can't count.

Homosexuality Before the Bible « Half Wisdom, Half Wit Posted by Mary W. Matthews in Religion & Theology. trackback At a new (or newish) web site called Quora, someone asked, “Was homosexuality an issue before the Bible was written?” Homosexuality was only an “issue” in pre-biblical times in the sense that it is hard-wired into the human species. Remember also that Israel and Judea were about the only places on Earth where women were respected as having been created by God in God’s image (Gen. 1:27, 5:1-2). Another thing you should be aware of is that Yahweh was by no means the only god worshiped in the Fertile Crescent during Bible times. See also “Homosexuality in the Bible.” Like this: Like Loading...

Washington Post Here’s a powerful piece about how an award-winning principal went from being a Common Core supporter to an opponent. This was written by Carol Burris, principal of South Side High School in New York. She was named the 2010 New York State Outstanding Educator by the School Administrators Association of New York State. She is one of the co-authors of the principals’ letter against evaluating teachers by student test scores, which has been signed by 1,535 New York principals. By Carol Burris When I first read about the Common Core State Standards, I cheered. I even co-authored a book, “Opening the Common Core,” on how to help schools meet that goal. I confess that I was naïve. I hear about those distortions every day. Kings and queens COMMISSIONED Mozart to write symphonies for celebrations and ceremonies. Whether or not learning the word ‘commission’ is appropriate for second graders could be debated—I personally think it is a bit over the top. Test scores are a rough proxy for learning.

What You Don't Know About Copyright, but Should - Technology By Jennifer Howard If Nancy Sims had to pick one word to describe how researchers, students, and librarians feel about copyright, it would probably be "confused." A lawyer and a librarian, Ms. Sims is copyright-program librarian at the University of Minnesota Libraries. She's there to help people on campus and beyond—both users and owners of protected material—understand their rights. "I'm not sure anybody has a very good knowledge" of copyright, she says. For instance, in a recent informal survey she conducted at the university, only 30 percent or so of the faculty respondents knew the answers to basic questions such as how one gets a copyright and how long it lasts. For the multitudes out there who are copyright-confused, here are some pointers Ms. If you think you don't own any copyrights, think again. At the rights sessions she holds for small groups of faculty members, she asks them if they own any copyrights. Don't be ruled by fear. Ask for help. Compiled Ben Wieder