They receive more one on one time with their instructor and can move at the pace that is needed for them. They may not have the same socialization skills that people in real school have, but they may be more successful due to their better academic performance. The Department of Education, in 2010, reported that children who are homeschooled usually have higher ACT scores, graduation rates, and grade point averages than a traditional student. On average about sixty-seven percent of homeschoolers attend college compared to only about fifty-eight percent of children in traditional schools. Children who are homeschooled are able to learn in the way that is most beneficial for them whether it is hands on learning or auditory learning.
Introduction Professional Development is crucial to help elementary teachers to excel. Professional Development continues to be at the forefront of helping standards-based pedagogies in elementary math classrooms (Polly, Neale, & Pugalee, 2014).Professional Development comes in all forms and all subject matters for elementary teachers. Professional Development can be just one training or on going over a period of time. The research indicates on going Professional Development is powerful because teachers learn it, plan their implication, teach it, and reflect on it. Then, they come back to build on the training even more.
“The first reason I learned as a homeschool teacher is that .. it’s the students that lead the way.” (Patti Armstrong, n.d). Homeschoolers are getting higher grades than public schools student. Moreover, the united states is offering new features that help homeschoolers to learn more in an easiest way. Also, families tend to get their kids in homeschooling education to have more plenty time. There are several reasons to give students a homeschooling education, students will focus more on the lessons, having more chances to practice on exams, also they will have plenty of time to spend with parents, and feel the responsible of importance of education.
Have studies proved that segregating students by gender leads them to do better in school? Students learn better in single-gender schools. This is because in single gender schools, students tend to be able to concentrate more. Boys and girls are also academically different, so separating them by gender, would benefit students in their academics. Lastly, boys and girls feel less pressured in single-gender schools.
If physical education classes were made mandatory in schools, students would display a better morale and well-being throughout the day (Wagner). After participating in physical exercise, students have more success in their academics including better test scores, better focus in mathematics, and a decreased chance of having
Family members can discuss about the development of the children and find out the best ways to meet the needs of the children because family members know their child’s personality, temperament and behaviours very well and the staffs in school can also get to know a child well through their daily experiences and can share their professional opinion on the child’s development and compare it to the developmental milestone. According to Ms. Carl, teacher and Action Team chair at Southbend Middle School, partnerships are important because each students have so many needs, it is impossible to take the student in isolation. Therefore, she needs to connect with the whole family whenever she does home visits and see their homes, or take the kids out on trips on the weekends . The students need the whole village. They need to have the whole village working with them.
Parents are also well involved in the school as the principal told us; they have a large attendance for PTA meetings. Parents’ interest can also be seen when the parents come before the school is dismissed and are interested in meeting the teachers to find out how their children are progressing. According to Henderson and Berla (1994), “Students with parents who are involved in their school tend to have fewer behavioural problems and better academic performance, and are more likely to complete high school than students whose parents are not involved in their school.” “Involvement allows parents to monitor school and classroom activities, and to coordinate their efforts with teachers to encourage acceptable classroom behaviour and ensure that the child completes schoolwork” (Hill and Taylor, 2004). Therefore research shows that the more involved parents are with their children’s education, the better they would do, in academics and behaviour.
Thus, we can infer as Fern(2004) has empirically proven that students are more likely to trust their peers than they are to trust adults. It seems intuitive that counselors would be better at instilling trust into students who are part of a conflict, as they are professionally trained to do so. However, Cohen’s (2005) findings suggest the opposite. Specifically, Cohen mentions that students aren’t any more likely to trust counselors as they are to trust other adults. This finding is crucial in the context of peer mediation.
ESL teachers and practitioners in early childhood and should continuously observe students progress for the purpose of evaluating the teaching strategies and to develop students interests in learning English. A meaningful participation of teachers is required with appropriate teaching strategies will develop students’ interest in learning English (Chumak- Horbatsch, 2004; Tabors & Snow, 2001). Students who are learn English in the classroom will benefit when their first language is valued by the school and teachers. Teachers and early childhood practitioners face challenges in teaching students who come to school without any English language background and also when families do not share the same language. Likewise to fulfil a student’s interest in learning they need sufficient knowledge to create learning opportunities for students to learn the core language in the classroom to a level which they can understand.
It has been defined in many ways, commonly as the engagement of parents in their children’s activities at home and at school, and the assurance of parents about their children’s education (Eipstein, 1996; Grolnick & Slowiaczek, 1994; Kohl, Lengua, & McMahon, 2000). Hill and Taylor (2004) also termed involvement as allowing parents in observing the school and classroom activities of their children and the cooperative efforts with teachers in encouraging a suitable classroom behavior for their children and guarantee the assistance in completing the schoolwork. Thus, parental involvement is possibly the most needed of all the many forms of assistance that families can offer to significantly affect the academic success of children (Berthelsen & Walker, 2008; Fan, 2001; Hara, 1998). Generally speaking, parental involvement is viewed as the interaction and assistance a parents can provide to their children as well as to their children’s school so as to help their children’s success inside the classroom (Blair,