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1793
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Title: Feds quell states' revolt on No Child Left Behind
Body: From: http://www.stateline.org/stateline/?pa=story&sa=showStoryInfo&id= 383406&columns=false A rebellion against the federal No Child Left Behind Act in more than half the states legislatures has fizzled out, for now, with only a handful of Vermont school districts following through on threats to ignore the new education law. At the height of this years backlash against President Bushs signature domestic policy initiative, 27 state legislatures drafted 54 bills to protest the costs, penalties and unprecedented federal oversight of school policy under the 2002 act. U.S. Education Secretary Rod Paige and his deputies crisscrossed the country on scores of trips to smooth over differences with state legislators and educators.
Source: Eric Kelderman, Stateline.org
Inputdate: 2004-07-09 13:06:00
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Title: Feds quell states' revolt on No Child Left Behind
Body: From: http://www.stateline.org/stateline/?pa=story&sa=showStoryInfo&id= 383406&columns=false A rebellion against the federal No Child Left Behind Act in more than half the states legislatures has fizzled out, for now, with only a handful of Vermont school districts following through on threats to ignore the new education law. At the height of this years backlash against President Bushs signature domestic policy initiative, 27 state legislatures drafted 54 bills to protest the costs, penalties and unprecedented federal oversight of school policy under the 2002 act. U.S. Education Secretary Rod Paige and his deputies crisscrossed the country on scores of trips to smooth over differences with state legislators and educators.
Source: Eric Kelderman, Stateline.org
Inputdate: 2004-07-09 13:06:00
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1794
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Title: Job Posting: HS French long term substitute, OH
Body: Marion Pleasant High School has an opening for a French / English Teacher for the 1st semester (long term substitute) for the 2004 - 2005 school year. Courses include French IV, French III, French II, French I (2 sections), and Tech Prep English 9 (2 sections). Interested applicants should contact: Mr. Brian D. Sparling, Principal Pleasant High School 1101 Owens Road West Marion, Ohio 43302 Phone: 740-389-2389 Larson, B. (7 Jul. 2004). French long-term sub needed, Central Ohio. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (9 Jul. 2004).
Source: Marion Pleasant High School
Inputdate: 2004-07-09 13:11:00
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Title: Job Posting: HS French long term substitute, OH
Body: Marion Pleasant High School has an opening for a French / English Teacher for the 1st semester (long term substitute) for the 2004 - 2005 school year. Courses include French IV, French III, French II, French I (2 sections), and Tech Prep English 9 (2 sections). Interested applicants should contact: Mr. Brian D. Sparling, Principal Pleasant High School 1101 Owens Road West Marion, Ohio 43302 Phone: 740-389-2389 Larson, B. (7 Jul. 2004). French long-term sub needed, Central Ohio. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (9 Jul. 2004).
Source: Marion Pleasant High School
Inputdate: 2004-07-09 13:11:00
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1795
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Title: Call for Papers: NYS TESL "Idiom"
Body: Here is a quick reminder about the upcoming fall issue of NYS TESOL's Idiom. The theme is "International Voices" and focuses on ESL teaching challenges and concerns that we deal with on an international level. I would like to feature some articles from those teaching at international locations. The deadline is Aug. 15. The guidelines are on the Web site www.nystesol.org under "publications" and "submission guidelines." Dziewisz, J. Call for articles. Teachers of English to speakers of other languages electronic list. TESL-L@CUNYVM.CUNY.EDU (9 Jul. 2004).
Source: TESL-L listserv
Inputdate: 2004-07-09 13:17:00
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Title: Call for Papers: NYS TESL "Idiom"
Body: Here is a quick reminder about the upcoming fall issue of NYS TESOL's Idiom. The theme is "International Voices" and focuses on ESL teaching challenges and concerns that we deal with on an international level. I would like to feature some articles from those teaching at international locations. The deadline is Aug. 15. The guidelines are on the Web site www.nystesol.org under "publications" and "submission guidelines." Dziewisz, J. Call for articles. Teachers of English to speakers of other languages electronic list. TESL-L@CUNYVM.CUNY.EDU (9 Jul. 2004).
Source: TESL-L listserv
Inputdate: 2004-07-09 13:17:00
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1796
Content Type: 1
Title: Hignly qualified teacher status, guidelines
Body: What highly qualified means in your state... The purpose of the No Child Left Behind highly qualified teacher requirements is to make certain that all students are taught by teachers who really know the content of the subjects that they teach. In many cases, teachers have significant experience, professional development, and other content-related experiences to prove a high level of competence in their out-of-field subjects. No Child Left Behind (NCLB) provides an avenue--HOUSSE (the High Objective Uniform State Standard of Evaluation)--for veteran teachers to become highly qualified without having to take a test or go back to college. Most states have developed a HOUSSE and their teachers are using it to meet the highly qualified component of NCLB. The Education Commission of the States (ECS) developed a database of state HOUSSEs that allows you to view online what your state requires (Confirm with your state licensing agency that the ECS database is up-to-date and accurate.). The database is available at: http://mb2.ecs.org/reports/Report.aspx?id=140
Source: US Department of Education
Inputdate: 2004-07-09 13:22:00
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Title: Hignly qualified teacher status, guidelines
Body: What highly qualified means in your state... The purpose of the No Child Left Behind highly qualified teacher requirements is to make certain that all students are taught by teachers who really know the content of the subjects that they teach. In many cases, teachers have significant experience, professional development, and other content-related experiences to prove a high level of competence in their out-of-field subjects. No Child Left Behind (NCLB) provides an avenue--HOUSSE (the High Objective Uniform State Standard of Evaluation)--for veteran teachers to become highly qualified without having to take a test or go back to college. Most states have developed a HOUSSE and their teachers are using it to meet the highly qualified component of NCLB. The Education Commission of the States (ECS) developed a database of state HOUSSEs that allows you to view online what your state requires (Confirm with your state licensing agency that the ECS database is up-to-date and accurate.). The database is available at: http://mb2.ecs.org/reports/Report.aspx?id=140
Source: US Department of Education
Inputdate: 2004-07-09 13:22:00
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Contentid:
1797
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Title: Online bilingual dictionary with photos
Body: My Spanish Picture Dictionary is a new online resource to learn Spanish (or English) words in a fun way. Each word in the dictionary has an English - Spanish translation and a photograph of the item. The interface is simple and both kids and adults will find this new resource entertaining and educational. The address is: http://www.my-spanish-dictionary.com
Source: www.my-spanish-dictionary.com
Inputdate: 2004-07-09 13:27:00
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Title: Online bilingual dictionary with photos
Body: My Spanish Picture Dictionary is a new online resource to learn Spanish (or English) words in a fun way. Each word in the dictionary has an English - Spanish translation and a photograph of the item. The interface is simple and both kids and adults will find this new resource entertaining and educational. The address is: http://www.my-spanish-dictionary.com
Source: www.my-spanish-dictionary.com
Inputdate: 2004-07-09 13:27:00
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1798
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Title: Russian literature site
Body: It may be of interest for you to visit my recently created literary Web site at http://zhurnal.lib.ru/editors/j/jacko_w_a/ Iatsko, V. (4 Jul. 2004). My literary Web site. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (9 Jul. 2004).
Source: V. Iatsko
Inputdate: 2004-07-09 13:30:00
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Title: Russian literature site
Body: It may be of interest for you to visit my recently created literary Web site at http://zhurnal.lib.ru/editors/j/jacko_w_a/ Iatsko, V. (4 Jul. 2004). My literary Web site. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (9 Jul. 2004).
Source: V. Iatsko
Inputdate: 2004-07-09 13:30:00
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Contentid:
1799
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Title: Job Posting: French or Spanish teacher, NY
Body: Job vacancy: French or Spanish or both. Great school. Great community. Competitive salary and benefits. Contact: Lisa DeZalia Schroon Lake Central School 1125 US Rte 9, PO Box 338 Schroon Lake, New York 12870-0338 Tel. (518) 532 - 7164 Fax. (518) 532 - 0284 Jones, D. (6 Jul. 2004). French or Spanish Job Vacancy - Schroon Lake, New York. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (9 Jul. 2004).
Source: Schroon Lake Central School
Inputdate: 2004-07-09 13:39:00
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Title: Job Posting: French or Spanish teacher, NY
Body: Job vacancy: French or Spanish or both. Great school. Great community. Competitive salary and benefits. Contact: Lisa DeZalia Schroon Lake Central School 1125 US Rte 9, PO Box 338 Schroon Lake, New York 12870-0338 Tel. (518) 532 - 7164 Fax. (518) 532 - 0284 Jones, D. (6 Jul. 2004). French or Spanish Job Vacancy - Schroon Lake, New York. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (9 Jul. 2004).
Source: Schroon Lake Central School
Inputdate: 2004-07-09 13:39:00
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1800
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Title: Book review: The Flickering Mind. The False Promise of Technology
Body: I would thoroughly recommend this book as an honest, even-handed, and well-researched indictment of the fleecing of education through technology. Todd Oppenheimer: The Flickering Mind. The False Promise of Technology in the Classroom and How Learning Can Be Saved, 2003. (ISBN 1-4000-6044-3) In this book, Oppenheimer generally maintains that properly trained teachers can do about as well using technology as a regualar teacher can do without technology but that the hype often comes to sell computers and software simply does not normally seem justifiable with subjected to the standards of legitimate education research. The efficacy of the use of the technology is largely dependant not on the technology itself but on the teacher's ability to mangage the use of technology in ways that foster educational growth. He recounts evidence that computer use does not help standardized test scores particularly, that students often become trained to misuse rather than use computers, and that computer technology is of course enormously expensive and diverts from other resources. There is a long chapter on the Accelerated Reader program which is in many schools. His ideas on how education can be saved, on the other hand, are largely derivative of the Waldorff school philosophy. Hands on project learning, in-depth discussions, and other "thinking" activities which he basically sees subverted to a large extent by the fragmented, disconnected, and chaotic use of computers by many typical students. The human touch is clearly more important than the bells and whistles. Sample quote which I like: "We live in an information economy, but I don't believe we live in an information society. People are thinking less than they used to.... We're already in information overload. Now matter how much information the Web can dish out, most people get far more information than they can assimilate anyway.... I used to think technology could help education, but I've come to the inevitible conclusion that what is wrong with education cannot be fixed with technology. ... We can put a Web site in every school -- none of this is bad. It's bad only if it lulls us into thinking we're doing something to solve the problem with education." Steve Jobs (Apple Computer co-founder), pg. 52 "All tools have thir prices. A useful strategy is to turn their price into a teaching occasion. The pedagogical goal is to figure out what are the limits of this particular device." Judah Schwartz (professor emeritus in education and Educational Technology, Harvard / MIT), pg. 358 I agree that it is important that people have enough experience with computers to realize what they can and cannot do. Teachers and often people purchasing computers and software simply do not know much about them and are let themselves be convinced by the hype which would lead them to believe that without computers they are going to be hopelessly left behind. Widergren, P. (3 Jul. 2004). Re: TECHNOLOGY IN THE FL CLASSROOM- to be or not to be. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (13 Jul. 2004).
Source: Book author: Todd Oppenheimer
Inputdate: 2004-07-13 16:46:00
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Title: Book review: The Flickering Mind. The False Promise of Technology
Body: I would thoroughly recommend this book as an honest, even-handed, and well-researched indictment of the fleecing of education through technology. Todd Oppenheimer: The Flickering Mind. The False Promise of Technology in the Classroom and How Learning Can Be Saved, 2003. (ISBN 1-4000-6044-3) In this book, Oppenheimer generally maintains that properly trained teachers can do about as well using technology as a regualar teacher can do without technology but that the hype often comes to sell computers and software simply does not normally seem justifiable with subjected to the standards of legitimate education research. The efficacy of the use of the technology is largely dependant not on the technology itself but on the teacher's ability to mangage the use of technology in ways that foster educational growth. He recounts evidence that computer use does not help standardized test scores particularly, that students often become trained to misuse rather than use computers, and that computer technology is of course enormously expensive and diverts from other resources. There is a long chapter on the Accelerated Reader program which is in many schools. His ideas on how education can be saved, on the other hand, are largely derivative of the Waldorff school philosophy. Hands on project learning, in-depth discussions, and other "thinking" activities which he basically sees subverted to a large extent by the fragmented, disconnected, and chaotic use of computers by many typical students. The human touch is clearly more important than the bells and whistles. Sample quote which I like: "We live in an information economy, but I don't believe we live in an information society. People are thinking less than they used to.... We're already in information overload. Now matter how much information the Web can dish out, most people get far more information than they can assimilate anyway.... I used to think technology could help education, but I've come to the inevitible conclusion that what is wrong with education cannot be fixed with technology. ... We can put a Web site in every school -- none of this is bad. It's bad only if it lulls us into thinking we're doing something to solve the problem with education." Steve Jobs (Apple Computer co-founder), pg. 52 "All tools have thir prices. A useful strategy is to turn their price into a teaching occasion. The pedagogical goal is to figure out what are the limits of this particular device." Judah Schwartz (professor emeritus in education and Educational Technology, Harvard / MIT), pg. 358 I agree that it is important that people have enough experience with computers to realize what they can and cannot do. Teachers and often people purchasing computers and software simply do not know much about them and are let themselves be convinced by the hype which would lead them to believe that without computers they are going to be hopelessly left behind. Widergren, P. (3 Jul. 2004). Re: TECHNOLOGY IN THE FL CLASSROOM- to be or not to be. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (13 Jul. 2004).
Source: Book author: Todd Oppenheimer
Inputdate: 2004-07-13 16:46:00
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1801
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Title: Helping a student teacher
Body: I am delighted to respond [to the question about how to help a student teacher], because I just finished my student teaching in the winter semester, and had a four hour/day student assisting in the fall. I have worked with a total of four teachers and have found one teacher to be exceptional among them all. DO: *Set up a personal area for the student teacher *Give praise, then add suggestions. *Share your wisdom about students, classroom mngt, etc. *Team teach, then give full control to the student. *Set aside time to talk with them. *Get to know them personally, this will break down barriers, and they will be apt to ask for advice. *Demonstrate certain activities with the new teacher, then let them handle another hour. *Show the student teacher around the building introducing them to all staff members. *Go to the teacher's lounge with them, even if you prefer to eat in your classroom, they need interaction with other teachers. *Let them know your triumphs and failures and how you resolved issues. *Discipline students for the student teacher, slowly giving them authority. *Back up the student teacher's credibility. I worked in one setting where the students were upset that I graded their hw instead of giving them full credit for each assignment regardless of quality. The teacher never backed me up, even when I was looking for help from the challenging students. *Leave the classroom for the teacher to be alone with the students for at least 6 weeks. This is very rewarding and allows for a more personal atmosphere to grow between the student teacher and students. I had one teacher who never left. I felt it to be very awkward since the teacher never participated and sat there and listened to CD's. It makes you feel inwardly incompetent, even if you were doing a fine job. Other than my suggestions the university or college your student teacher will be coming from usually sends a packet with useful info. Zichterman, E. (5 Jul. 2004). Re: How to help a student teacher? Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (13 Jul. 2004).
Source: FLTEACH
Inputdate: 2004-07-13 16:53:00
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Title: Helping a student teacher
Body: I am delighted to respond [to the question about how to help a student teacher], because I just finished my student teaching in the winter semester, and had a four hour/day student assisting in the fall. I have worked with a total of four teachers and have found one teacher to be exceptional among them all. DO: *Set up a personal area for the student teacher *Give praise, then add suggestions. *Share your wisdom about students, classroom mngt, etc. *Team teach, then give full control to the student. *Set aside time to talk with them. *Get to know them personally, this will break down barriers, and they will be apt to ask for advice. *Demonstrate certain activities with the new teacher, then let them handle another hour. *Show the student teacher around the building introducing them to all staff members. *Go to the teacher's lounge with them, even if you prefer to eat in your classroom, they need interaction with other teachers. *Let them know your triumphs and failures and how you resolved issues. *Discipline students for the student teacher, slowly giving them authority. *Back up the student teacher's credibility. I worked in one setting where the students were upset that I graded their hw instead of giving them full credit for each assignment regardless of quality. The teacher never backed me up, even when I was looking for help from the challenging students. *Leave the classroom for the teacher to be alone with the students for at least 6 weeks. This is very rewarding and allows for a more personal atmosphere to grow between the student teacher and students. I had one teacher who never left. I felt it to be very awkward since the teacher never participated and sat there and listened to CD's. It makes you feel inwardly incompetent, even if you were doing a fine job. Other than my suggestions the university or college your student teacher will be coming from usually sends a packet with useful info. Zichterman, E. (5 Jul. 2004). Re: How to help a student teacher? Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (13 Jul. 2004).
Source: FLTEACH
Inputdate: 2004-07-13 16:53:00
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1802
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Title: Book Topic: Teaching in the block schedule
Body: In response to a list member's question about teaching in the block schedule, the following book recommendations came up. - An excellent resource book for teachers new to the block is Teaching In The Block by Robert Cannady and Michael Rettig. - And one that hones in on foreign languages is Deb Blaz' *EXCELLENT* book "Teaching Foreign Languages in the Block": http://www.allbookstores.com/book/1883001528 (click on COMPARE PRICES to get the lowest price). Haring, C. (8 Jul. 2004). 4x4 Block - Questions. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (14 Jul. 2004).
Source: FLTEACH
Inputdate: 2004-07-14 18:26:00
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Title: Book Topic: Teaching in the block schedule
Body: In response to a list member's question about teaching in the block schedule, the following book recommendations came up. - An excellent resource book for teachers new to the block is Teaching In The Block by Robert Cannady and Michael Rettig. - And one that hones in on foreign languages is Deb Blaz' *EXCELLENT* book "Teaching Foreign Languages in the Block": http://www.allbookstores.com/book/1883001528 (click on COMPARE PRICES to get the lowest price). Haring, C. (8 Jul. 2004). 4x4 Block - Questions. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (14 Jul. 2004).
Source: FLTEACH
Inputdate: 2004-07-14 18:26:00
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