Sep
30
How can i become a kindergarten teacher in Oklahoma?
Filed Under Teaching | Comments Off
cowboygirl asked:
I am seriously thinking about becoming a kindergarten teacher. But i dont know what college classes are required of me to become a kindergarten teacher? And i need details.. I have know idea what classes are required to get a ged or anything like that? so if you say ged or bachelors please tell me what classes that requires of… Thank you!
MARGARITO
___________________________________________________________________
I am seriously thinking about becoming a kindergarten teacher. But i dont know what college classes are required of me to become a kindergarten teacher? And i need details.. I have know idea what classes are required to get a ged or anything like that? so if you say ged or bachelors please tell me what classes that requires of… Thank you!
MARGARITO
Sep
30
Choosing A Singing Teacher
Filed Under Tutoring | Comments Off
Chris Chew asked:
Just like in everything else, choosing the right singing teacher can either make or break your singing career or aspirations. So it is of great importance that you hire good singing coach for your vocal lessons.
Beyond learning how to read music scores, what a singing teacher will do is to impart and train you the correct singing techniques. While a university professor teaches you about what you have studied and how to interpret it, singing teachers teach and train you on how to use what you have learned.
For this reason, the ability to interact comfortably with your singing teacher is very important. There must be good chemistry between the teacher and the student. It is therefore not unreasonable for the student to request for a ‘consultation lesson,’ when you are selecting your singing teacher. This is done so that your singing teacher and you may become acquainted with each and come to an understanding on the development of an agreeable teacher student relationship.
You want to establish some kind of rapport with your potential singing teacher. Ask yourself if you will be comfortable with this person because you will be developing a relationship with this person and training together few times a week. You want to enjoy learning singing and not have your singing lesson feeling like a chore. This is why you should never sign up with a singing teacher merely on the basis of a telephone conversation.
Always arrange for a meeting as you will need to explore your singing teacher’s background although before your meeting, you will probably have researched much the teacher’s background over the phone or through a biographical sheet that professional singing teachers should have. If possible, ask for testimonies from their ex-students. These testimonies will be an indication of how popular and credible your singing teacher is.
When you think that your potential singing teacher has sufficient and appropriate professional singing background that is comfortable to you, then you can proceed to ask questions about matters you find important such as the singing lesson’s curriculum and your expectations. You may also like to sing songs of a particular genre, if so, find out if your singing teacher is able to coach you on the genre that you like, whether these are pop songs, classical or even jazz singing.
Unless you are absolutely certain that this is a musical match that will work, do not immediately commit to anything. Take time to see the other potential singing teachers on your list. Remember, choosing a good singing coach will definitely give your singing career a great head start, so choose wisely.
DON
___________________________________________________________________
Just like in everything else, choosing the right singing teacher can either make or break your singing career or aspirations. So it is of great importance that you hire good singing coach for your vocal lessons.
Beyond learning how to read music scores, what a singing teacher will do is to impart and train you the correct singing techniques. While a university professor teaches you about what you have studied and how to interpret it, singing teachers teach and train you on how to use what you have learned.
For this reason, the ability to interact comfortably with your singing teacher is very important. There must be good chemistry between the teacher and the student. It is therefore not unreasonable for the student to request for a ‘consultation lesson,’ when you are selecting your singing teacher. This is done so that your singing teacher and you may become acquainted with each and come to an understanding on the development of an agreeable teacher student relationship.
You want to establish some kind of rapport with your potential singing teacher. Ask yourself if you will be comfortable with this person because you will be developing a relationship with this person and training together few times a week. You want to enjoy learning singing and not have your singing lesson feeling like a chore. This is why you should never sign up with a singing teacher merely on the basis of a telephone conversation.
Always arrange for a meeting as you will need to explore your singing teacher’s background although before your meeting, you will probably have researched much the teacher’s background over the phone or through a biographical sheet that professional singing teachers should have. If possible, ask for testimonies from their ex-students. These testimonies will be an indication of how popular and credible your singing teacher is.
When you think that your potential singing teacher has sufficient and appropriate professional singing background that is comfortable to you, then you can proceed to ask questions about matters you find important such as the singing lesson’s curriculum and your expectations. You may also like to sing songs of a particular genre, if so, find out if your singing teacher is able to coach you on the genre that you like, whether these are pop songs, classical or even jazz singing.
Unless you are absolutely certain that this is a musical match that will work, do not immediately commit to anything. Take time to see the other potential singing teachers on your list. Remember, choosing a good singing coach will definitely give your singing career a great head start, so choose wisely.
DON
Sep
30
Columbus Schools’ Innovative Partnership Programs Continue to Succeed
Filed Under Inspiration | Comments Off
Stacy Andell asked:
The Columbus Schools’ partnership programs will continue into the 2006-2007 school year. These programs are conducted jointly with Columbus Schools and local and state universities, colleges, academic organizations, community organizations and area volunteers. The programs are wide ranging and cover lots of different subjects and grade levels.
The Early Childhood Development Center at Columbus Schools’ Weinland Park Elementary School is a partnership conducted with the Ohio State College of Human Ecology. This center is planned to open in the 2006-2007 school year. The facility will be able to offer aid to around 90students and their families. The students accepted will be cared for by the Ohio State students, who will benefit from an opportunity to practice what they have learned in the classroom. Columbus Schools’ Early Childhood Development Center at Weinland Park Elementary School will offer the use of student’s observation gallery, a creative arts studio, family advocacy offices, and an educational kitchen. While providing a valuable service, the center will also be used to conduct research and model practices developed at Ohio State.
The Time Dollar Store was created in May of 2005. This partnership program involves Columbus Schools’ Medary Elementary School, the PK-12 Project After School and Summer Youth Development Committee and the Boys and Girls Clubs of Columbus. The Time Dollar Store focuses on parent and guardian interaction and involvement in the Columbus Schools. Parents can volunteer their time and skills and receive payment in Time Dollars, which can then be traded for household item and school supplies. The activities that parents can volunteer for include running a PTO meeting, helping create bulletin boards, distributing flyers or operating the Time Dollar Store. The Time Dollar Store was run at first by the Boys and Girls Clubs of Columbus but is now run by parent volunteers. The program has created a chance for students and parents to share their experiences at the school.
All of the Columbus Schools are participating in a teacher development partnership program with the Ohio State Department of History and the Ohio Historical Society. The program is divided into two sections, History WORKS for middle and high school teachers and History WORKS II for elementary teachers. The original History WORKS program is an ongoing project funded by the federal Teaching American History grant from the U.S. Department of Education. Part of this project created a website that will benefit teachers and their students. The program has three parts: monthly seminars, summer workshops and the creation of the web based resource center. All the seminars were conducted by and held at Ohio State’s Department of History. The summer workshops were more intensive and held at area Columbus Schools. The History WORKS program focused on six themes: Faces and Places: American History
through Ohio Biography; Turning Points: The Constitution and American Democratic
Institutions; The United States in the World: American Foreign Relations; Migration
and Immigration: The Peopling of America; Common and Uncommon Cents: American
Economic History; and Differing Perspectives: Social Movements and Social Change.
The elementary teacher project History WORKS II is a newer project that has the same goals of teacher development. Over 100 teachers from the Columbus Schools are participating in this project. The project hopes to increase elementary school teachers’ knowledge, understanding, and appreciation of American history through an intensive, ongoing professional development program. This program is a little different in its design than the History WORKS program. It is conducted with Ohio State graduate students who hold training, which included school-year seminars and a two-week summer institute. Their was also an ongoing lecture series featuring distinguished speakers and panel discussions brought middle and high school teacher participants from
History WORKS together with their elementary colleagues three times over the year to make American history a central focus of the Columbus Schools.
HUNG
The Columbus Schools’ partnership programs will continue into the 2006-2007 school year. These programs are conducted jointly with Columbus Schools and local and state universities, colleges, academic organizations, community organizations and area volunteers. The programs are wide ranging and cover lots of different subjects and grade levels.
___________________________________________________________________
The Early Childhood Development Center at Columbus Schools’ Weinland Park Elementary School is a partnership conducted with the Ohio State College of Human Ecology. This center is planned to open in the 2006-2007 school year. The facility will be able to offer aid to around 90students and their families. The students accepted will be cared for by the Ohio State students, who will benefit from an opportunity to practice what they have learned in the classroom. Columbus Schools’ Early Childhood Development Center at Weinland Park Elementary School will offer the use of student’s observation gallery, a creative arts studio, family advocacy offices, and an educational kitchen. While providing a valuable service, the center will also be used to conduct research and model practices developed at Ohio State.
The Time Dollar Store was created in May of 2005. This partnership program involves Columbus Schools’ Medary Elementary School, the PK-12 Project After School and Summer Youth Development Committee and the Boys and Girls Clubs of Columbus. The Time Dollar Store focuses on parent and guardian interaction and involvement in the Columbus Schools. Parents can volunteer their time and skills and receive payment in Time Dollars, which can then be traded for household item and school supplies. The activities that parents can volunteer for include running a PTO meeting, helping create bulletin boards, distributing flyers or operating the Time Dollar Store. The Time Dollar Store was run at first by the Boys and Girls Clubs of Columbus but is now run by parent volunteers. The program has created a chance for students and parents to share their experiences at the school.
All of the Columbus Schools are participating in a teacher development partnership program with the Ohio State Department of History and the Ohio Historical Society. The program is divided into two sections, History WORKS for middle and high school teachers and History WORKS II for elementary teachers. The original History WORKS program is an ongoing project funded by the federal Teaching American History grant from the U.S. Department of Education. Part of this project created a website that will benefit teachers and their students. The program has three parts: monthly seminars, summer workshops and the creation of the web based resource center. All the seminars were conducted by and held at Ohio State’s Department of History. The summer workshops were more intensive and held at area Columbus Schools. The History WORKS program focused on six themes: Faces and Places: American History
through Ohio Biography; Turning Points: The Constitution and American Democratic
Institutions; The United States in the World: American Foreign Relations; Migration
and Immigration: The Peopling of America; Common and Uncommon Cents: American
Economic History; and Differing Perspectives: Social Movements and Social Change.
The elementary teacher project History WORKS II is a newer project that has the same goals of teacher development. Over 100 teachers from the Columbus Schools are participating in this project. The project hopes to increase elementary school teachers’ knowledge, understanding, and appreciation of American history through an intensive, ongoing professional development program. This program is a little different in its design than the History WORKS program. It is conducted with Ohio State graduate students who hold training, which included school-year seminars and a two-week summer institute. Their was also an ongoing lecture series featuring distinguished speakers and panel discussions brought middle and high school teacher participants from
History WORKS together with their elementary colleagues three times over the year to make American history a central focus of the Columbus Schools.
HUNG
Sep
29
Getting Your Teachers Certification Is Possible Without a Bachelors Degree in Teaching
Filed Under Welfare | Comments Off
Darren Ferguson asked:
If you are graduating college with a teachers certification you may be trying to figure out where you would like to teach and now with cool websites like certificationmap.com you are able to pick the state you are looking to work in and find out everything you want to know about it. Not only is this website extremely helpful, it is also pretty cool. When you first log onto the website you look at a really neat interactive map of the United States when you run your mouse over the nation you will see each state interactively jump up almost screaming “pick me”.
When you click on a state you are able to look at a “snapshot” of the state this index includes different information you may want to know before teaching in that state this includes the average elementary teacher salary, average secondary teacher salary, the teacher’s salary vs. other jobs within the states salary, as well as the number of vacation weeks the teacher gets per year. All of this information is very important when you are looking for somewhere to go with your teachers certification. In addition to the information the website gives you on becoming a certified teacher you will also have a main list of things you have to fulfill before teaching in that state this includes tests that teachers may have to take, coursework which includes whether or not you got you bachelors degree in teaching, and if you didn’t you have to get an alternative teachers certificate which will still allow you to teach in these states.
Some people tend to stay away from teaching because they feel like getting their teachers certification is a waste of time because the average salary for a teacher isn’t very high. This is a common misconception, especially at a time where getting a job that pays any type of money is important. With a teachers certification you will not only make money, but compared to the starting salary of many other jobs the salary may be just as good if not better. For example, some of the higher paid teacher salaries in the United States are over $50,000 to start! This is a ton of money for someone who has just received his or her teachers certification. Also, you have to remember it isn’t all about the money, the feeling that you get when you teach is unbelievable because not only are you helping a group of youngsters but you are making an impression on them and helping to mold them into model citizens. This is a great feeling and if everyone were to experience this feeling there would be a lot more teachers in the world because the feeling is so overwhelmingly awesome not many other professions can top it.
BERT
If you are graduating college with a teachers certification you may be trying to figure out where you would like to teach and now with cool websites like certificationmap.com you are able to pick the state you are looking to work in and find out everything you want to know about it. Not only is this website extremely helpful, it is also pretty cool. When you first log onto the website you look at a really neat interactive map of the United States when you run your mouse over the nation you will see each state interactively jump up almost screaming “pick me”.
When you click on a state you are able to look at a “snapshot” of the state this index includes different information you may want to know before teaching in that state this includes the average elementary teacher salary, average secondary teacher salary, the teacher’s salary vs. other jobs within the states salary, as well as the number of vacation weeks the teacher gets per year. All of this information is very important when you are looking for somewhere to go with your teachers certification. In addition to the information the website gives you on becoming a certified teacher you will also have a main list of things you have to fulfill before teaching in that state this includes tests that teachers may have to take, coursework which includes whether or not you got you bachelors degree in teaching, and if you didn’t you have to get an alternative teachers certificate which will still allow you to teach in these states.
Some people tend to stay away from teaching because they feel like getting their teachers certification is a waste of time because the average salary for a teacher isn’t very high. This is a common misconception, especially at a time where getting a job that pays any type of money is important. With a teachers certification you will not only make money, but compared to the starting salary of many other jobs the salary may be just as good if not better. For example, some of the higher paid teacher salaries in the United States are over $50,000 to start! This is a ton of money for someone who has just received his or her teachers certification. Also, you have to remember it isn’t all about the money, the feeling that you get when you teach is unbelievable because not only are you helping a group of youngsters but you are making an impression on them and helping to mold them into model citizens. This is a great feeling and if everyone were to experience this feeling there would be a lot more teachers in the world because the feeling is so overwhelmingly awesome not many other professions can top it.
BERT
Sep
27
How to Increase Your Income as a Private Music Teacher
Filed Under Art And Entertainment | Comments Off
Kevin Tuck asked:
In Private Music teaching the teacher often is forced to teach small groups or one on one lessons at low fees, which are sometimes fixed by the school or association they teach within.
In a private studio or in a school, the monetary arrangements for this kind of music lesson involves the parent paying the teacher “per lesson” and it is these kind of teachers that this article hopes to help increase their income.
In this article are four strategies for increasing income as a private music teacher - some of them may not be suitable for every teacher, but hopefully they will give you some insights on how private music teachers can improve their income.
Strategy #1 - Never refund or credit a lesson because its in the clients best interest
Students miss lessons. It’s a fact. People get sick, there are special sporting events that happen, there are times when for whatever reason students are going to miss their music lesson. The fact is that this is unavoidable. What you can do as a music teacher is have a policy that says that “lessons are always made-up, they are never refunded or credited to your account”, however the important thing that is often missed in this is the WHY of that statement… it should be because it is necessary for the student’s progress on their instrument.
If you use this philosophy you won’t ever have to argue with parents over it - because its in the students interest, not yours! If you start the arrangement with this agreement in place you’ll find it much easier to enforce it - the parents will make the effort to make up the lesson rather than you having to insist on it. If you have outcomes for the student (such as an assessment or exam) in place it makes it even easier to make sure that it happens.
You will need to make time to make the lessons up - it might be necessary to allow one or two days in the holidays or during non-contact time to do it, but you’ll find that the ability to do this will be worth it in extra income. Very often the parents will not bother making it up, and you’ll not have to credit or refund any money!
Strategy #2 - Find your Niche and make yourself exclusive in that Niche
If you have something special about your teaching you’ll find that you’ll attract more and better quality students, and you’ll be able to charge more.
For example, lets say you teach the guitar.
If you teach anyone who comes you’ll probably end up with some young children, some high school children, and maybe one or two adults and you’ll have to teach a variety of styles depending on the type of music that the students like.
If however….. you start a niche business, specializing in only one area you’ll eventually find that people will seek you out because you are a specialist, and you’ll be able to charge more for your services and you’ll be able to only take on the students you want.
Examples of a niche business for guitar might be: - A business that specializes in guitar for young children - A business that helps adults fulfill their dreams of playing guitar in a band - A business that specializes in heavy metal guitar
These are just examples - there are literally thousands of possibilities, but the niche must be something that customers actually want, it cant be something that you think might be good!
Strategy #3 - Increase your retention rate and don’t take on every student
Increasing your retention rate is vital for all businesses - but particularly for music teachers - where your income is determined by the number of students you are teaching multiplied by the dollars that you charge.
If you can cut down on the number of students you lose, while you simultaneously increase the quality of those students you’ll have a better income, and a more satisfying teaching career as well.
There is no way you should accept every student that you get offered. Not every student is going to be right for you - they often are looking to learn different things to what you offer, and they might not be as reliable in terms of paying their fees and attending lessons as your regular students, so you should always meet and interview prospective students before you agree to teach them.
By avoiding “problem” students in the first place you’ll be able to spend your time with more productive activities and better quality students.. and this will increase your income in the longer term.
Most of the problems with retention can be traced back to one thing - the students lack motivation because they don’t practice enough. We have various strategies for increasing retention rate by encouraging practice at the Fun Music company teachers blog, which you’ll find a link to at the end of this article.
Strategy #4 - Add passive income streams to your business
Teaching income is active income - if you stop teaching the income stops. That is ok.. because it is like any earned income. What you should be looking to do is also add passive income to your business.
Do you write any teaching materials which can be used in music classes or lessons?
If so you are in the perfect position to add passive income to your income mix. All you have to do is find a way to publish your materials so that your students and others can access them. It can be as simple as getting the materials printed and bound at a copy shop just for your students only.
Do you purchase books and music for your students and pass them on to them?
If so you may be able to negotiate bulk discounts from suppliers and then add the full retail cost of the books to the students account. Parents will appreciate the convenience of not having to go into a shop to purchase the books if you put it through your business.
Can you sell leads to other teachers or businesses?
For example students all need to purchase instruments. Sometimes possible is an arrangement where you can can get a monetary commission from a music store if you refer your students to purchase their instruments there. This is certainly possible on the internet, via the use of affiliate programs.
I hope this article has given you some ideas of ways that you can improve your income as a private music teacher. I was a private music teacher for over ten years, and I’ve used all of these strategies during that time. Private music teaching should be fun and rewarding, and it gives you freedom to practice what you love, which is sharing the joy of music with others.
MARY
In Private Music teaching the teacher often is forced to teach small groups or one on one lessons at low fees, which are sometimes fixed by the school or association they teach within.
In a private studio or in a school, the monetary arrangements for this kind of music lesson involves the parent paying the teacher “per lesson” and it is these kind of teachers that this article hopes to help increase their income.
In this article are four strategies for increasing income as a private music teacher - some of them may not be suitable for every teacher, but hopefully they will give you some insights on how private music teachers can improve their income.
Strategy #1 - Never refund or credit a lesson because its in the clients best interest
Students miss lessons. It’s a fact. People get sick, there are special sporting events that happen, there are times when for whatever reason students are going to miss their music lesson. The fact is that this is unavoidable. What you can do as a music teacher is have a policy that says that “lessons are always made-up, they are never refunded or credited to your account”, however the important thing that is often missed in this is the WHY of that statement… it should be because it is necessary for the student’s progress on their instrument.
If you use this philosophy you won’t ever have to argue with parents over it - because its in the students interest, not yours! If you start the arrangement with this agreement in place you’ll find it much easier to enforce it - the parents will make the effort to make up the lesson rather than you having to insist on it. If you have outcomes for the student (such as an assessment or exam) in place it makes it even easier to make sure that it happens.
You will need to make time to make the lessons up - it might be necessary to allow one or two days in the holidays or during non-contact time to do it, but you’ll find that the ability to do this will be worth it in extra income. Very often the parents will not bother making it up, and you’ll not have to credit or refund any money!
Strategy #2 - Find your Niche and make yourself exclusive in that Niche
If you have something special about your teaching you’ll find that you’ll attract more and better quality students, and you’ll be able to charge more.
For example, lets say you teach the guitar.
If you teach anyone who comes you’ll probably end up with some young children, some high school children, and maybe one or two adults and you’ll have to teach a variety of styles depending on the type of music that the students like.
If however….. you start a niche business, specializing in only one area you’ll eventually find that people will seek you out because you are a specialist, and you’ll be able to charge more for your services and you’ll be able to only take on the students you want.
Examples of a niche business for guitar might be: - A business that specializes in guitar for young children - A business that helps adults fulfill their dreams of playing guitar in a band - A business that specializes in heavy metal guitar
These are just examples - there are literally thousands of possibilities, but the niche must be something that customers actually want, it cant be something that you think might be good!
Strategy #3 - Increase your retention rate and don’t take on every student
Increasing your retention rate is vital for all businesses - but particularly for music teachers - where your income is determined by the number of students you are teaching multiplied by the dollars that you charge.
If you can cut down on the number of students you lose, while you simultaneously increase the quality of those students you’ll have a better income, and a more satisfying teaching career as well.
There is no way you should accept every student that you get offered. Not every student is going to be right for you - they often are looking to learn different things to what you offer, and they might not be as reliable in terms of paying their fees and attending lessons as your regular students, so you should always meet and interview prospective students before you agree to teach them.
By avoiding “problem” students in the first place you’ll be able to spend your time with more productive activities and better quality students.. and this will increase your income in the longer term.
Most of the problems with retention can be traced back to one thing - the students lack motivation because they don’t practice enough. We have various strategies for increasing retention rate by encouraging practice at the Fun Music company teachers blog, which you’ll find a link to at the end of this article.
Strategy #4 - Add passive income streams to your business
Teaching income is active income - if you stop teaching the income stops. That is ok.. because it is like any earned income. What you should be looking to do is also add passive income to your business.
Do you write any teaching materials which can be used in music classes or lessons?
If so you are in the perfect position to add passive income to your income mix. All you have to do is find a way to publish your materials so that your students and others can access them. It can be as simple as getting the materials printed and bound at a copy shop just for your students only.
Do you purchase books and music for your students and pass them on to them?
If so you may be able to negotiate bulk discounts from suppliers and then add the full retail cost of the books to the students account. Parents will appreciate the convenience of not having to go into a shop to purchase the books if you put it through your business.
Can you sell leads to other teachers or businesses?
For example students all need to purchase instruments. Sometimes possible is an arrangement where you can can get a monetary commission from a music store if you refer your students to purchase their instruments there. This is certainly possible on the internet, via the use of affiliate programs.
I hope this article has given you some ideas of ways that you can improve your income as a private music teacher. I was a private music teacher for over ten years, and I’ve used all of these strategies during that time. Private music teaching should be fun and rewarding, and it gives you freedom to practice what you love, which is sharing the joy of music with others.
MARY
Sep
27
Under-utilization of French Graduates in Secondary Schools in Makurdi Local Government Area of Benue State of Nigeria
Filed Under Languages | Comments Off
ebi asked:
Introduction
While the learning and use of English Language was compulsory for Nigerians because of their colonization by the British colonial government, the teaching and learning of French was not significant to Nigerians. The French government was not encouraged by the British because of their economic interest in Nigeria. French is actually rivaled by English as the international language of trade, diplomacy and science.
In Africa for instance, Equatorial Guinea in 1997 declared French as their official language along with Spanish. The small islands of Cape Verde and Sao tome and Principe are also members of La Francophonie and as a result, French is getting more widely spoken there as well. Nigeria shares its borders with francophone speaking countries namely: Chad, Republic of Benin and Cameroun. No wonder in 1996, the late General Sanni Abacha, the former head of state of Nigeria in Ouagadougou declared the new status of French as the nation’s second official language. French as a modern language is spoken, written and used like other modern languages of the world. Therefore for Nigerians to interact effectively with francophone countries locally or internationally, they should be able not only speak the language fluently but also be able to attend international seminars and conferences without much problem. According to Adekunle (1976), the language policy of every country should make provisions for the following areas of communication: Internal communication, international scientific or technical communication. French is one of the international languages most widely used in commerce, scientific and technological research, administration, education, literature etc. With the knowledge of French, Nigerians and Francophone countries will be able to work together in areas of science and technology. This however cannot be achieved if French teachers are not employed or if those employed are not encouraged to teach the language.
Statement of the problem
There is a growing concern about the attitude of Nigerians towards the study of French in our schools. A good number of them are not sufficiently informed about the usefulness of French in our educational system or its importance as an international language. They feel that people should not waste their time studying it. This feeling has often misled some secondary school teachers so much so that they fail to:
(a) Include the subject in the school time-table.
(b) Allow French graduates teach French. Rather preferring them to teach
other subjects.
(c) Assign enough number of periods to the teaching of French.
(d) Provide adequate teaching/learning materials for the teaching of French.
Purpose of the study
Much has been said about the need for French in Nigeria and also the teaching and learning of French in Nigerian educational institutions. That is to say that the importance of French in Nigeria cannot be over-emphasized. The purpose of this study therefore is to:
(a) Find out if French is being taught in secondary schools in Makurdi Local
Government Area of Benue State
(b) Find out if French graduates teach French.
(c) Determine if there are enough teaching/learning materials.
Research Question
The study was to provide answers to the following research questions:-
(1) Is French language taught in your school?
(2) Are there enough French teachers in your school?
(3) Do French graduates teach other subjects other than French?
(4) Are there adequate teaching/learning materials?
(5) Do French teachers attend seminars and workshops?
Significance of the study
The need for French in our secondary schools cannot be over-emphasized. Nigeria’s geographical, economic, diplomatic as well as her educational and research needs makes it imperative for her to give adequate attention and priority to the learning of French. In view of the above it is hoped that this research will throe more light on the importance of French language to our society. It is also hoped that the study will inform education managers on the importance of engaging French graduates fully in teaching French in our secondary schools.
The importance of teaching French in Nigeria
French is one of the world’s greatest languages which is rivaled only by English as the language of international society and diplomacy, a position it has now lost to English. Katzner (1975), records that French is the mother tongue of about 75million people, with millions more familiar with it in some degrees as a second language.
The planning and implementation of a national language on the adoption of French as the nations second official language is of utmost importance. The status of languages forms an important part in language policy in francophone countries. According to Moruwawon (2004), The republic of Cameroon was made up of two former colonies; French and English speaking. The republic consists of eastern Cameroon who were predominantly French while the western Cameroon were English speaking. At present, French and English are today being used as official languages but French is dominating. Bimbo Fisayo an educationist speaking to the Daily Champion African News (2005), stressed the importance of speaking and understanding a second international language, especially the French language. From the above accounts so far given, the real need for French in Nigeria according to Emordi(1986), is Nigeria’s geographical, economic and diplomatic as well as her educational research, makes it imperative for her to give adequate attention to the teaching and learning of the French language. It could be said that the first attempt at the Franco- Nigerian co-operation started from the teaching of French in Nigerian secondary schools. For many years the, the efforts at establishing sound basis for the teaching of French in Nigeria and the provision of facilities in French universities for the “one year abroad” training of students of French in Nigerian Universities remained the hallmark of Franco-Nigerian co-operation. According to Ojo (1997), French would better prepare the Nigerian child who is planning to move into the future with self assurance, hope and sense of belonging. He wil discover that even in the Nigeria of tomorrow, French will serve as a linguistic visa that would open better professional prospects for him.
Like with the teaching of most foreign languages, teaching French in Nigerian secondary schools is not problem-free. Some of these problems are highlighted by Emordi (1986), who complains that there are lack of qualified teachers and teaching materials for effective teaching of the language. Emordi recommends the teaching of only the oral aspect of French.. Asobele (2004), states that for French to succeed in Nigeria, French must be taught as a language of culture. It is therefore of great importance for parents and guardians to allow their children and wards to learn the language as it would open wider doors of opportunities to them. It therefore behooves all of us to speak more than one language. If we can speak an international language like French, definitely we will have certain immeasurable concessions. It will expose us to several meetings and seminars outside the shores of this country.
Methodology
The method used is the survey method. It is descriptive research based on the information gathered through the questionnaire. The population sampled where thirteen (13) secondary schools which were randomly selected in Makurdi Local Government Area of Benue State where we had French graduates. Thirty-five French Language graduates teaching various other subjects were the respondents to the questionnaire that was administered. Ten principals of secondary schools were also interviewed. Frequency and percentage were used to analyze the data.
Findings and discussions
The study was designed to investigate the extent to which French graduates of secondary schools in Makurdi Local Government Area of Benue State are under-utilized. The presentation, analysis and interpretation are based on research questions formulated for this study.
Research Question One
Is French taught in your school?
Out of the thirteen school used for this research, French is taught in only six of these schools. 46% of the schools visited indicated that French was taught in their schools while the remaining 54% of the schools did not have French in their school time tables. The six schools that offer French only teach it at their JSS level. From the above analysis one can infer that French is not included in most schools time-table. This is very sad indeed as none of these schools offer it at their SSS level. From the above analysis one could therefore infer that French is not included in the time-tables of most schools.
Research Question Two
Are there enough French teachers in your school?
There are thirty-five French graduates in the thirteen schools visited. This figure shows that there are enough French graduates in these schools. Every year, hundreds of French graduates are turned out into the work market. One then wonders why principals of schools will not include this subject in their time-tables. Ministries of education in each states have to re-educate themselves on the importance and usefulness of French as a subject in secondary schools.
Research Question Three
Are French graduates made to teach other subjects rather than French?
In the schools visited there are thirty-five French graduates. Of the 35 of them, only ten of them which make up 28.6% teach French in their respective schools while the remaining twenty-five which make up 71.4% of the respondents are forced to teach other subjects rather than French..88% of these teachers agree that they regret not teaching French. While the rest which make up 12% of these teachers do not regret their not teaching French.. Reasons given for their not regretting include lack of encouragement by their principals in terms of equipment textbooks and other teaching materials to aid in the teaching/learning of French. The disadvantage in this unfortunate circumstances is that these French graduates lose interest and cannot pursue the course at a postgraduate level. Dusai (1995), in a survey found out that most graduates of French language especially from the colleges of education tends to pursue the alternate subject combination in the university to the detriment of the French language.
Research Question Four
Are there adequate teaching /learning materials in schools?
In the schools where French language is taught, 94% of the respondents agree that there are no adequate teaching/learning materials. The teachers complain that there are no text- books in their libraries. Even in schools where they have very few books, the books are not utilized by the students. None of the schools visited have audio-visual aids. This lack of text-books and equipment hinders effective teaching and learning of the French language which in turn hinders motivation of the teachers.
Research Question Five
Do French teachers attend seminars and workshops
Out of the 35 respondents, 29 of them which represent 82.9% have never attended any seminars or workshops. Only 17.1% of them have attended seminars. They sponsored themselves to attend these seminars. It would be encouraging for educational managers to organize lectures, symposia and seminars to enable French teachers to update their knowledge.
Conclusion and Recommendations
This study was designed to investigate the under-utilization of French graduates in French subject in secondary schools in Makurdi Local Government Area of Benue State. The study revealed that lack of knowledge of the importance of French language by educational managers, lack of incentives and motivation of French graduates, inadequate teaching/learning materials, absence of text-books which hinders effective teaching/learning of French and adversely kills student and teachers interest in the French subject are some of the causes of the under-utilization of French graduates in our secondary schools. It was also revealed that because principals fail to include the subjects in their time table, most French graduates posted to the different secondary schools are forced to teach English language, Literature and other arts subjects other than French. This negative attitude has therefore limited the scope whereby students could expand on their choice of future career. Limitations brought about by this kind of constraints affect the expansion of the educational horizon of Nigerians in the francophone speaking states of the world.
To alleviate some of the aforementioned problems that have caused the under-utilization of French graduates in Makurdi Local Government Area of Benue State, Educational managers need to be educated on the need for French in Nigeria in general. Apart from the geographical location of Nigeria which is surrounded by French speaking countries, Nigeria is a member of the African Union (A.U.), Economic Community of West African States (ECOWAS) and very many important world organizations where French is used as one of the principal official languages. Nigeria also tends to gain economically and commercially by encouraging the teaching/learning of French. Still on the importance of French, Kwofie (1984), has this to say: “The national and international relevance in of French is further emphasized by the adoption of the language by non-French-speaking countries of the world” It is therefore necessary to make Nigerians realize the importance of French in our country. The fact that we see a lot of highly placed Nigerians rushing to study French in the different offices of Alliance de Francaise in the country shows that the need for this language exists. Government should therefore take adequate steps to motivate the teacher and the learner so that a lot of progress could be achieved and we will be in a position to reap the full benefits of improved teaching of French.
References
Adekunle, M.A., (1976), “National Language Policy and Planning: The Nigerian Situation” in West African Journal of Modern Languages, No. 1, January Pp23-29
Asobele, S.J. (2004), Prolegomena to a legislation of official languages acts in Nigeria with particular reference to French Language in Francophone Heritage in Africa.
Daily Champion African News Feb. 16, 2005
Ibanga E.E. (1995), L’importance de la langue française au Nigeria’ Unpublished PGDE Project, Benue State University, Makurdi.
Emordi, F.I. (1986), Report on the French programme inspection of the Bendel State University Primary and Secondary Schools Ekpoma.
Katzner,K.(1975), The Languages of the world. London, Routledge and Kequan Paul.
Moruwawon, B.S.(2004), Prospects of the adoption of French as a second official language in Nigeria. A journal published in the faculty of education, University of Ado-Ekiti, Ondo State.
Ojo, A. (1997), French Language and Nigeria, The Guardian Monday 5.
SYDNEY
Introduction
While the learning and use of English Language was compulsory for Nigerians because of their colonization by the British colonial government, the teaching and learning of French was not significant to Nigerians. The French government was not encouraged by the British because of their economic interest in Nigeria. French is actually rivaled by English as the international language of trade, diplomacy and science.
In Africa for instance, Equatorial Guinea in 1997 declared French as their official language along with Spanish. The small islands of Cape Verde and Sao tome and Principe are also members of La Francophonie and as a result, French is getting more widely spoken there as well. Nigeria shares its borders with francophone speaking countries namely: Chad, Republic of Benin and Cameroun. No wonder in 1996, the late General Sanni Abacha, the former head of state of Nigeria in Ouagadougou declared the new status of French as the nation’s second official language. French as a modern language is spoken, written and used like other modern languages of the world. Therefore for Nigerians to interact effectively with francophone countries locally or internationally, they should be able not only speak the language fluently but also be able to attend international seminars and conferences without much problem. According to Adekunle (1976), the language policy of every country should make provisions for the following areas of communication: Internal communication, international scientific or technical communication. French is one of the international languages most widely used in commerce, scientific and technological research, administration, education, literature etc. With the knowledge of French, Nigerians and Francophone countries will be able to work together in areas of science and technology. This however cannot be achieved if French teachers are not employed or if those employed are not encouraged to teach the language.
Statement of the problem
There is a growing concern about the attitude of Nigerians towards the study of French in our schools. A good number of them are not sufficiently informed about the usefulness of French in our educational system or its importance as an international language. They feel that people should not waste their time studying it. This feeling has often misled some secondary school teachers so much so that they fail to:
(a) Include the subject in the school time-table.
(b) Allow French graduates teach French. Rather preferring them to teach
other subjects.
(c) Assign enough number of periods to the teaching of French.
(d) Provide adequate teaching/learning materials for the teaching of French.
Purpose of the study
Much has been said about the need for French in Nigeria and also the teaching and learning of French in Nigerian educational institutions. That is to say that the importance of French in Nigeria cannot be over-emphasized. The purpose of this study therefore is to:
(a) Find out if French is being taught in secondary schools in Makurdi Local
Government Area of Benue State
(b) Find out if French graduates teach French.
(c) Determine if there are enough teaching/learning materials.
Research Question
The study was to provide answers to the following research questions:-
(1) Is French language taught in your school?
(2) Are there enough French teachers in your school?
(3) Do French graduates teach other subjects other than French?
(4) Are there adequate teaching/learning materials?
(5) Do French teachers attend seminars and workshops?
Significance of the study
The need for French in our secondary schools cannot be over-emphasized. Nigeria’s geographical, economic, diplomatic as well as her educational and research needs makes it imperative for her to give adequate attention and priority to the learning of French. In view of the above it is hoped that this research will throe more light on the importance of French language to our society. It is also hoped that the study will inform education managers on the importance of engaging French graduates fully in teaching French in our secondary schools.
The importance of teaching French in Nigeria
French is one of the world’s greatest languages which is rivaled only by English as the language of international society and diplomacy, a position it has now lost to English. Katzner (1975), records that French is the mother tongue of about 75million people, with millions more familiar with it in some degrees as a second language.
The planning and implementation of a national language on the adoption of French as the nations second official language is of utmost importance. The status of languages forms an important part in language policy in francophone countries. According to Moruwawon (2004), The republic of Cameroon was made up of two former colonies; French and English speaking. The republic consists of eastern Cameroon who were predominantly French while the western Cameroon were English speaking. At present, French and English are today being used as official languages but French is dominating. Bimbo Fisayo an educationist speaking to the Daily Champion African News (2005), stressed the importance of speaking and understanding a second international language, especially the French language. From the above accounts so far given, the real need for French in Nigeria according to Emordi(1986), is Nigeria’s geographical, economic and diplomatic as well as her educational research, makes it imperative for her to give adequate attention to the teaching and learning of the French language. It could be said that the first attempt at the Franco- Nigerian co-operation started from the teaching of French in Nigerian secondary schools. For many years the, the efforts at establishing sound basis for the teaching of French in Nigeria and the provision of facilities in French universities for the “one year abroad” training of students of French in Nigerian Universities remained the hallmark of Franco-Nigerian co-operation. According to Ojo (1997), French would better prepare the Nigerian child who is planning to move into the future with self assurance, hope and sense of belonging. He wil discover that even in the Nigeria of tomorrow, French will serve as a linguistic visa that would open better professional prospects for him.
Like with the teaching of most foreign languages, teaching French in Nigerian secondary schools is not problem-free. Some of these problems are highlighted by Emordi (1986), who complains that there are lack of qualified teachers and teaching materials for effective teaching of the language. Emordi recommends the teaching of only the oral aspect of French.. Asobele (2004), states that for French to succeed in Nigeria, French must be taught as a language of culture. It is therefore of great importance for parents and guardians to allow their children and wards to learn the language as it would open wider doors of opportunities to them. It therefore behooves all of us to speak more than one language. If we can speak an international language like French, definitely we will have certain immeasurable concessions. It will expose us to several meetings and seminars outside the shores of this country.
Methodology
The method used is the survey method. It is descriptive research based on the information gathered through the questionnaire. The population sampled where thirteen (13) secondary schools which were randomly selected in Makurdi Local Government Area of Benue State where we had French graduates. Thirty-five French Language graduates teaching various other subjects were the respondents to the questionnaire that was administered. Ten principals of secondary schools were also interviewed. Frequency and percentage were used to analyze the data.
Findings and discussions
The study was designed to investigate the extent to which French graduates of secondary schools in Makurdi Local Government Area of Benue State are under-utilized. The presentation, analysis and interpretation are based on research questions formulated for this study.
Research Question One
Is French taught in your school?
Out of the thirteen school used for this research, French is taught in only six of these schools. 46% of the schools visited indicated that French was taught in their schools while the remaining 54% of the schools did not have French in their school time tables. The six schools that offer French only teach it at their JSS level. From the above analysis one can infer that French is not included in most schools time-table. This is very sad indeed as none of these schools offer it at their SSS level. From the above analysis one could therefore infer that French is not included in the time-tables of most schools.
Research Question Two
Are there enough French teachers in your school?
There are thirty-five French graduates in the thirteen schools visited. This figure shows that there are enough French graduates in these schools. Every year, hundreds of French graduates are turned out into the work market. One then wonders why principals of schools will not include this subject in their time-tables. Ministries of education in each states have to re-educate themselves on the importance and usefulness of French as a subject in secondary schools.
Research Question Three
Are French graduates made to teach other subjects rather than French?
In the schools visited there are thirty-five French graduates. Of the 35 of them, only ten of them which make up 28.6% teach French in their respective schools while the remaining twenty-five which make up 71.4% of the respondents are forced to teach other subjects rather than French..88% of these teachers agree that they regret not teaching French. While the rest which make up 12% of these teachers do not regret their not teaching French.. Reasons given for their not regretting include lack of encouragement by their principals in terms of equipment textbooks and other teaching materials to aid in the teaching/learning of French. The disadvantage in this unfortunate circumstances is that these French graduates lose interest and cannot pursue the course at a postgraduate level. Dusai (1995), in a survey found out that most graduates of French language especially from the colleges of education tends to pursue the alternate subject combination in the university to the detriment of the French language.
Research Question Four
Are there adequate teaching /learning materials in schools?
In the schools where French language is taught, 94% of the respondents agree that there are no adequate teaching/learning materials. The teachers complain that there are no text- books in their libraries. Even in schools where they have very few books, the books are not utilized by the students. None of the schools visited have audio-visual aids. This lack of text-books and equipment hinders effective teaching and learning of the French language which in turn hinders motivation of the teachers.
Research Question Five
Do French teachers attend seminars and workshops
Out of the 35 respondents, 29 of them which represent 82.9% have never attended any seminars or workshops. Only 17.1% of them have attended seminars. They sponsored themselves to attend these seminars. It would be encouraging for educational managers to organize lectures, symposia and seminars to enable French teachers to update their knowledge.
Conclusion and Recommendations
This study was designed to investigate the under-utilization of French graduates in French subject in secondary schools in Makurdi Local Government Area of Benue State. The study revealed that lack of knowledge of the importance of French language by educational managers, lack of incentives and motivation of French graduates, inadequate teaching/learning materials, absence of text-books which hinders effective teaching/learning of French and adversely kills student and teachers interest in the French subject are some of the causes of the under-utilization of French graduates in our secondary schools. It was also revealed that because principals fail to include the subjects in their time table, most French graduates posted to the different secondary schools are forced to teach English language, Literature and other arts subjects other than French. This negative attitude has therefore limited the scope whereby students could expand on their choice of future career. Limitations brought about by this kind of constraints affect the expansion of the educational horizon of Nigerians in the francophone speaking states of the world.
To alleviate some of the aforementioned problems that have caused the under-utilization of French graduates in Makurdi Local Government Area of Benue State, Educational managers need to be educated on the need for French in Nigeria in general. Apart from the geographical location of Nigeria which is surrounded by French speaking countries, Nigeria is a member of the African Union (A.U.), Economic Community of West African States (ECOWAS) and very many important world organizations where French is used as one of the principal official languages. Nigeria also tends to gain economically and commercially by encouraging the teaching/learning of French. Still on the importance of French, Kwofie (1984), has this to say: “The national and international relevance in of French is further emphasized by the adoption of the language by non-French-speaking countries of the world” It is therefore necessary to make Nigerians realize the importance of French in our country. The fact that we see a lot of highly placed Nigerians rushing to study French in the different offices of Alliance de Francaise in the country shows that the need for this language exists. Government should therefore take adequate steps to motivate the teacher and the learner so that a lot of progress could be achieved and we will be in a position to reap the full benefits of improved teaching of French.
References
Adekunle, M.A., (1976), “National Language Policy and Planning: The Nigerian Situation” in West African Journal of Modern Languages, No. 1, January Pp23-29
Asobele, S.J. (2004), Prolegomena to a legislation of official languages acts in Nigeria with particular reference to French Language in Francophone Heritage in Africa.
Daily Champion African News Feb. 16, 2005
Ibanga E.E. (1995), L’importance de la langue française au Nigeria’ Unpublished PGDE Project, Benue State University, Makurdi.
Emordi, F.I. (1986), Report on the French programme inspection of the Bendel State University Primary and Secondary Schools Ekpoma.
Katzner,K.(1975), The Languages of the world. London, Routledge and Kequan Paul.
Moruwawon, B.S.(2004), Prospects of the adoption of French as a second official language in Nigeria. A journal published in the faculty of education, University of Ado-Ekiti, Ondo State.
Ojo, A. (1997), French Language and Nigeria, The Guardian Monday 5.
SYDNEY
Sep
26
Where Have All the New York Schools Teachers Gone?
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Patricia Hawke asked:
No one can argue that teachers aren’t important and, next to students, are the lifeblood of any school. So why are so many teachers leaving the profession? New York Schools, while they haven’t lost their entire teaching staffs, are experiencing a high turnover of teachers, just like the rest of the country.
New York Schools, which is the nation’s largest school system, recruited approximately 5,000 new teachers this summer (2007) by the middle of August. They were looking for teachers certified in Math, Science, or Special Education. New York Schools offered a housing incentive that, in some cases, totals $5,000 to be used towards a down payment on a house. The incentive apparently worked, based on the number of teachers hired.
New York Public Schools are also looking outside the world of education for their teachers. Offering subsidies to offset the cost of obtaining a master’s degree, New York Schools hope to attract “mid-career” professionals. They are looking for folks employed in such fields as health care, law, and finance. New York Schools director of teacher recruitment, Vicki Bernstein is looking to hire still more teachers before school begins on September 4th – at least 1,300 to be exact.
In June, one nonprofit group conducted a survey of several school districts across the country to find out how much they were spending annually for recruitment, hiring, and training new teachers. New York Schools were included in that survey. The survey found that New York Schools, among several other districts, are experiencing teacher turnover that’s costing them $7 billion annually.
Retirement is one reason schools are seeing a large departure of their teaching staff. In addition, the hiring of new teachers slowed down in the ‘80s and ‘90s, which raised the average age of teachers. New York Schools says that their wave of such retirements was at a peak early in this decade, but that it did not truly cause a teacher shortage.
However, there are many new teachers hired by New York Schools that become disillusioned with the classroom, and find it hard to stay where they are most needed. The National Commission on Teaching and America’s Future has calculated that nearly a third of all new teachers leave the profession after just three years, and that after five years almost half are gone — a higher turnover, indeed.
Higher salaries in the business sector, as well as more professional opportunities are also factors in the departure of teachers, even the ones working for New York Schools. Traditionally, more women than men have become teachers, and the possibility of a better salary and the chance to expand one’s career horizons is tempting to many.
Recent Department of Education statistics state that about 8.4% of the nation’s 3.2 million public school teachers quit the field in the 2003-4 school year. Thirty percent of them retired, and 56 percent said they left to pursue another career or because they were dissatisfied.
This explains, for the most part, where the New York Schools teachers have gone. The district is working hard to get them back.
BUDDY
No one can argue that teachers aren’t important and, next to students, are the lifeblood of any school. So why are so many teachers leaving the profession? New York Schools, while they haven’t lost their entire teaching staffs, are experiencing a high turnover of teachers, just like the rest of the country.
New York Schools, which is the nation’s largest school system, recruited approximately 5,000 new teachers this summer (2007) by the middle of August. They were looking for teachers certified in Math, Science, or Special Education. New York Schools offered a housing incentive that, in some cases, totals $5,000 to be used towards a down payment on a house. The incentive apparently worked, based on the number of teachers hired.
New York Public Schools are also looking outside the world of education for their teachers. Offering subsidies to offset the cost of obtaining a master’s degree, New York Schools hope to attract “mid-career” professionals. They are looking for folks employed in such fields as health care, law, and finance. New York Schools director of teacher recruitment, Vicki Bernstein is looking to hire still more teachers before school begins on September 4th – at least 1,300 to be exact.
In June, one nonprofit group conducted a survey of several school districts across the country to find out how much they were spending annually for recruitment, hiring, and training new teachers. New York Schools were included in that survey. The survey found that New York Schools, among several other districts, are experiencing teacher turnover that’s costing them $7 billion annually.
Retirement is one reason schools are seeing a large departure of their teaching staff. In addition, the hiring of new teachers slowed down in the ‘80s and ‘90s, which raised the average age of teachers. New York Schools says that their wave of such retirements was at a peak early in this decade, but that it did not truly cause a teacher shortage.
However, there are many new teachers hired by New York Schools that become disillusioned with the classroom, and find it hard to stay where they are most needed. The National Commission on Teaching and America’s Future has calculated that nearly a third of all new teachers leave the profession after just three years, and that after five years almost half are gone — a higher turnover, indeed.
Higher salaries in the business sector, as well as more professional opportunities are also factors in the departure of teachers, even the ones working for New York Schools. Traditionally, more women than men have become teachers, and the possibility of a better salary and the chance to expand one’s career horizons is tempting to many.
Recent Department of Education statistics state that about 8.4% of the nation’s 3.2 million public school teachers quit the field in the 2003-4 school year. Thirty percent of them retired, and 56 percent said they left to pursue another career or because they were dissatisfied.
This explains, for the most part, where the New York Schools teachers have gone. The district is working hard to get them back.
BUDDY
Sep
26
Houston Schools New Teacher Merit Pay Program. Will It Help or Hinder?
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Patricia Hawke asked:
Measurement of student achievement through rigorous statewide testing has been a standard in Texas for many years. Houston schools implemented its first merit pay program for teachers in the year 2000.
Houston Schools believe the old program had too low incentives and unanimously passed the new model in January, making it the largest merit pay program in the nation. Officials believe the new program ties teacher rewards more closely to student improvement and to individual teacher efforts. Though no research has been done on the impact of such programs on improved student achievement, other programs have been tried in New York, Denver and Kentucky with varying success.
Houston business leaders, who have a stake in graduating future employees who are high achievers, support the new Houston schools’ $14.5 million program.
Houston schools teacher incentives are based on three components:
• The first component is based upon the amount of improvement of a school’s overall test scores, as compared with scores of 40 other schools across the state with similar demographics;
• The second compares student progress on the Stanford 10 Achievement Test and its Spanish equivalent to students in similar Houston schools classrooms; and
• The third component compares student progress on the statewide Texas Assessment of Knowledge and Skills test to similar Houston schools classrooms.
About half of the 12,300 teachers in the Houston schools are eligible to receive rewards in all three categories, possibly earning a total of $3,000 each. The 305 Houston schools principals are eligible to earn as much as $6,000 each, if they have the best achieving teachers. Each of the Houston schools’ 19 executive principals and five regional superintendents are eligible for as much as $25,000.
With 210,000 children, Houston schools is the largest district in the state, and its new program isn’t without opposition.
Teachers unions are typically against teacher merit pay programs, and the Houston Federation of Teachers is no exception. The union represents 40 percent of the Houston schools teachers and believes across-the-board raises and a higher starting wage for new teachers would be more successful in raising student achievement scores. Houston schools start new teachers at $36,050 (lowest in the ten major districts in Texas), and the current Houston schools teachers’ wages are at the lowest end of the nation’s schools.
Many teachers have complained that the program bypasses arts teachers and others with subjects not covered by the testing process. The program excludes special education, preschool and kindergarten teachers, who are the backbone in improving academic achievement in children from low-income families. Additionally, many teachers believe that it forces them to teach to the testing requirements rather than focus on real academic achievement.
The new program also has opened old wounds and raised tensions over the previous merit pay program and its effect upon testing results, which laid the groundwork for a recently exposed cheating scandal. The Texas Education Agency investigated the Houston schools and other districts in 1999 due to suspicious testing results. Houston schools admitted last year that evidence of cheating had been found at four schools and testing irregularities were found at seven others. Eventually, six teachers were fired and several principals were demoted or reprimanded, leaving the city frustrated and bruised by the merit pay program and its ensuing results.
Though the Houston schools’ new teacher merit pay program sounds good in theory, it seems that in practice it is expanding the same old problems encountered with the previous program.
This information on Houston schools is brought to you by www.schoolsk-12.com.
WALTER
Measurement of student achievement through rigorous statewide testing has been a standard in Texas for many years. Houston schools implemented its first merit pay program for teachers in the year 2000.
Houston Schools believe the old program had too low incentives and unanimously passed the new model in January, making it the largest merit pay program in the nation. Officials believe the new program ties teacher rewards more closely to student improvement and to individual teacher efforts. Though no research has been done on the impact of such programs on improved student achievement, other programs have been tried in New York, Denver and Kentucky with varying success.
Houston business leaders, who have a stake in graduating future employees who are high achievers, support the new Houston schools’ $14.5 million program.
Houston schools teacher incentives are based on three components:
• The first component is based upon the amount of improvement of a school’s overall test scores, as compared with scores of 40 other schools across the state with similar demographics;
• The second compares student progress on the Stanford 10 Achievement Test and its Spanish equivalent to students in similar Houston schools classrooms; and
• The third component compares student progress on the statewide Texas Assessment of Knowledge and Skills test to similar Houston schools classrooms.
About half of the 12,300 teachers in the Houston schools are eligible to receive rewards in all three categories, possibly earning a total of $3,000 each. The 305 Houston schools principals are eligible to earn as much as $6,000 each, if they have the best achieving teachers. Each of the Houston schools’ 19 executive principals and five regional superintendents are eligible for as much as $25,000.
With 210,000 children, Houston schools is the largest district in the state, and its new program isn’t without opposition.
Teachers unions are typically against teacher merit pay programs, and the Houston Federation of Teachers is no exception. The union represents 40 percent of the Houston schools teachers and believes across-the-board raises and a higher starting wage for new teachers would be more successful in raising student achievement scores. Houston schools start new teachers at $36,050 (lowest in the ten major districts in Texas), and the current Houston schools teachers’ wages are at the lowest end of the nation’s schools.
Many teachers have complained that the program bypasses arts teachers and others with subjects not covered by the testing process. The program excludes special education, preschool and kindergarten teachers, who are the backbone in improving academic achievement in children from low-income families. Additionally, many teachers believe that it forces them to teach to the testing requirements rather than focus on real academic achievement.
The new program also has opened old wounds and raised tensions over the previous merit pay program and its effect upon testing results, which laid the groundwork for a recently exposed cheating scandal. The Texas Education Agency investigated the Houston schools and other districts in 1999 due to suspicious testing results. Houston schools admitted last year that evidence of cheating had been found at four schools and testing irregularities were found at seven others. Eventually, six teachers were fired and several principals were demoted or reprimanded, leaving the city frustrated and bruised by the merit pay program and its ensuing results.
Though the Houston schools’ new teacher merit pay program sounds good in theory, it seems that in practice it is expanding the same old problems encountered with the previous program.
This information on Houston schools is brought to you by www.schoolsk-12.com.
WALTER
Sep
25
How to become an elementary teacher in Texas?
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Geraldine N asked:
I graduated bachelor of science in computer science in the Philippines last 2004. Now I am permanently living in texas and planning to become an elementary teacher. I heard that I have to get a certification of teaching and take a state exam??? I need a detailed information please!
GREGORY
I graduated bachelor of science in computer science in the Philippines last 2004. Now I am permanently living in texas and planning to become an elementary teacher. I heard that I have to get a certification of teaching and take a state exam??? I need a detailed information please!
GREGORY
Sep
25
Washington D.c. Teacher Recognized for Excellence By Congress
Filed Under K 12 Education | Comments Off
Stacy Andell asked:
Kim Burke Ables
Science Teacher, Benjamin Banneker Academic High School
Washington, DC- Congresswoman Eleanor Holmes Norton (D-DC) today introduced a congressional resolution recognizing Kim Burke-Ables, a science teacher at Washington D.C. schools ‘ Benjamin Banneker Academic High School, on her selection as the District of Columbia Teacher of the Year for 2006, and “congratulating her for her exceptional dedication to the students and her excellence as a teacher.” Burke-Ables has been teaching at Banneker for three years and has received praise for developing creative ways to motivate her students to learn and understand biology, life sciences, human anatomy and physiology, and chemistry. She has contributed to making this Washington D.C. school competitive and relevant in student lives.
Student Turned Congresswoman Praises Washington D.C. Schools
Norton, who went to Banneker when it was a junior high school, said that she was pleased that, “Banneker’s excellence is attributed in no small part to the excellence of Kim Burke-Ables and others like her, although the school building looks as it did when I was a seventh grade kid and Banneker was a junior high school.” Norton recently announced that she intends to make a priority for the coming year federal tax credits for Washington D.C. school bonds so that Washington D.C. school systems can more quickly rebuild or repair old schools like Banneker. “Banneker’s excellence despite the limitations and the age of its facilities is the inspiration any of us should need to make old schools like Banneker fit for what Kim Burke-Ables and other teachers do inside.”
In honoring Burke-Ables, Norton also expressed appreciation to Banneker Principal Anita Berger for providing an environment for enriched academic growth and development and to other Washington D.C. school principals and teachers “for their commitment and service to the education of the city’s children.” The resolution congratulated Banneker’s designation in the May 21, 2006 edition of Newsweek Magazine as one of the nation’s best high schools. The national recognition of one Washington D.C. school and its teachers has brought pride and high expectations for Washington D.C. school students and parents alike.
Exemplary Teaching at Washington D.C. Schools
Burke-Ables was among elected officials, educators and residents who recently attended a Capitol Hill reception Norton sponsored in recognition of 2005 National Teacher of the Year Jason Kamras of Sousa Middle School, who preceded Burke-Ables as the D.C. Teacher of the Year. Kamras is the only Washington D.C. school teacher to win the competition for National Teacher of the Year, the oldest and most prestigious national honors program that focuses public attention on excellence in teaching.
This is not the first time Burke-Ables has received prestigious educational awards. In 2004, she was selected to work as an educational consultant to the National Academies of Science and won a TEACH Fellowship (Teaching Educators Agriculture and Conservation Holistically) with the U.S. Department of Agriculture to travel to Ghana, West Africa. In 2003, the Milken Family Foundation gave the science teacher the District of Columbia Milken Educator Award. All of these awards have contributed to her outstanding performance as a science teacher for Washington D.C. schools.
JEFFERSON
Kim Burke Ables
Science Teacher, Benjamin Banneker Academic High School
Washington, DC- Congresswoman Eleanor Holmes Norton (D-DC) today introduced a congressional resolution recognizing Kim Burke-Ables, a science teacher at Washington D.C. schools ‘ Benjamin Banneker Academic High School, on her selection as the District of Columbia Teacher of the Year for 2006, and “congratulating her for her exceptional dedication to the students and her excellence as a teacher.” Burke-Ables has been teaching at Banneker for three years and has received praise for developing creative ways to motivate her students to learn and understand biology, life sciences, human anatomy and physiology, and chemistry. She has contributed to making this Washington D.C. school competitive and relevant in student lives.
Student Turned Congresswoman Praises Washington D.C. Schools
Norton, who went to Banneker when it was a junior high school, said that she was pleased that, “Banneker’s excellence is attributed in no small part to the excellence of Kim Burke-Ables and others like her, although the school building looks as it did when I was a seventh grade kid and Banneker was a junior high school.” Norton recently announced that she intends to make a priority for the coming year federal tax credits for Washington D.C. school bonds so that Washington D.C. school systems can more quickly rebuild or repair old schools like Banneker. “Banneker’s excellence despite the limitations and the age of its facilities is the inspiration any of us should need to make old schools like Banneker fit for what Kim Burke-Ables and other teachers do inside.”
In honoring Burke-Ables, Norton also expressed appreciation to Banneker Principal Anita Berger for providing an environment for enriched academic growth and development and to other Washington D.C. school principals and teachers “for their commitment and service to the education of the city’s children.” The resolution congratulated Banneker’s designation in the May 21, 2006 edition of Newsweek Magazine as one of the nation’s best high schools. The national recognition of one Washington D.C. school and its teachers has brought pride and high expectations for Washington D.C. school students and parents alike.
Exemplary Teaching at Washington D.C. Schools
Burke-Ables was among elected officials, educators and residents who recently attended a Capitol Hill reception Norton sponsored in recognition of 2005 National Teacher of the Year Jason Kamras of Sousa Middle School, who preceded Burke-Ables as the D.C. Teacher of the Year. Kamras is the only Washington D.C. school teacher to win the competition for National Teacher of the Year, the oldest and most prestigious national honors program that focuses public attention on excellence in teaching.
This is not the first time Burke-Ables has received prestigious educational awards. In 2004, she was selected to work as an educational consultant to the National Academies of Science and won a TEACH Fellowship (Teaching Educators Agriculture and Conservation Holistically) with the U.S. Department of Agriculture to travel to Ghana, West Africa. In 2003, the Milken Family Foundation gave the science teacher the District of Columbia Milken Educator Award. All of these awards have contributed to her outstanding performance as a science teacher for Washington D.C. schools.
JEFFERSON