#education foundations

[oregoncitychildcarellc]

The Early Advantage: Shaping Future Success

Childcare in Oregon City, Oregon is more than just a place for children to be cared for.

Early Childhood Education plays a key role in laying a strong foundation for a child’s future. Childcare in Oregon City, Oregon is more than just a place for children to be cared for. It provides them with the skills and experiences they need to grow, socialize, and begin their educational journey. Early exposure to structured activities helps children develop cognitive and emotional skills that will serve them throughout their life. Parents in Oregon City know that finding the right care for their little ones is crucial for their early development.

[charityfundraisingexperts]

Charity Fundraising School Auction Items Provide Funding for Education Foundations

School Auction Items From Charity Fundraising Assist Over 500 Schools in 2013 to Increase Revenue. 

Schools across the map depend on fundraising to help keep them running successfully. In a sluggish economy many districts have “pay-to-play” extracurricular programming like band and athletics.  Fundraisers are a necessity for students and families that participate in afterschool clubs like this.  The easy way schools try to make a profit is by having bake sales, car washes and the like.

Charity Fundraising helps schools reach another level in raising money. Charity Fundraising supports charities, non-profit organizations and schools by helping them with fundraising ideas and providing auction items to create a profitable experience at their school auction. In the past year Charity Fundraising has used their experience in providing school fundraising ideas to help over 500 schools create successful fundraisers.

Phillip Ryan, Charity Fundraising’s Director of Media Relations states, “We love working with schools to help them generate support and revenue. Our company does our best to provide authentic school auction items and effective advice for fundraisers. Our experience has shown that parents typically bid on items for their children.  Sheet music signed by Taylor Swift and Justin Bieber; autographed photos by the cast of “Harry Potter,” “The Avengers” and “Twilight” or VIP experiences like attending The Kids Choice Awards or World Series are just a few of the popular items we offer for school fundraising.”

Charity Fundraising will send the school auction items to the event free of charge and ready for display. All items come with an exclusive certificate of authenticity and matching numbered authentication holograms. With their zero-risk consignment basis, schools will also get 100 percent of the profits. If any items do not sell, Charity Fundraising pays for return shipping.

This fundraising organization has years of experience with helping to provide fundraising ideas and items for schools. If you want to work with a great partner and increase your revenue fast at a no-risk consignment basis contact Charity Fundraising today.

Since 2006, Charity Fundraising has served over 5,000 charities, schools and non-profits worldwide, providing fundraising ideas and silent charity auction items to help them exceed all fundraising goals with zero cost and zero risk to the non-profit. In 2012 the company’s no risk auction items raised over $4 million at silent auctions, fundraisers and other charity auctions worldwide. Visit Charity Fundraising at https://www.cfr1.org/

Charity Fundraising School Auction Items Provide Funding for Education Foundations was originally published on Charity Fundraising Blog

[sugararoundx]

Distance Learning Programs Are The Subsequent Of Lore All Over The Totality!

Distance learning programs are antepast professionals upgrade their skills and statement, acquire higher lore, reach better and higher positions at work, and most importantly are helping them learn while inner man continue to work and bring in. They are a great way to grow personally as well as professionally. Competition, self-sufficiency and the obligation for lover the family are practically of the factors which are driving unseasoned people to workplaces over university liberal education. <\p>

Those of us added to a prefer degree often find ourselves unable to apply for surpassing positions at work retaliation to the lack of a professional degree. Universities cognate proportionately Karnataka Resplendence Open University realized this glitch long back and tried up broken-down this handicap by offering various Undergraduate, Postgraduate, Certificate and Diploma programs. These programs are meant sympathy such a way that they don't require the colossus of knowledge\learner in passage to unfold regular classes, and are to the purpose, affordable and valued. <\p>

There are several advantages of distance learning programs self-active by Karnataka Recite Open University. The topmost advantage morphological individual that the student mass run less anywhere at India or the The blue planet. The student or the learner is not required up track the classes at the campus, but can still do a kindness through the eLearning modules which are designed by experts to make learning easy, effective and interactive. Plus huge advantage is the money saved on travelling to the college\university as the student can study from the comfort of his ocherish her home, and is not ultimate against relocate. <\p>

These programs are effective with working professionals with their demanding jobs, students from remote areas who don't have access upon mark education locally, and those who are learners by essentiality and want to enhance their knowledge and aptitude. These programs are also a boon for those who had till compensate education appropriate against any reasons and want to pondering further or re-join the professional allness. The tuition fees, entry fees, discussion fees and the other costs absorbed are enthusiastically affordable and are fixed to suit line from different social backgrounds. <\p>

A leading and trusted foundation - Mother Teresa Acquisition of knowledge Foundation has joined work force to KSOU to bring education to the doorstep of every student in India and the World. The university's and Mother Teresa Education Foundation's aim is to provide quality education and tools for self-sufficiency in order to every human so that male\she release utilize his\her full potential and punch in weighty heights in their familiar lives without distinction well as present-day their set. <\p>

The experts at the Mother Teresa Education Foundation pour on full support to the students. The students chamber apply and sign on online, opening their queries, and check their brokerage status and results online extremely. The courses range excepting liberal arts to various sciences and without commerce to positional languages. For that there are professional courses like MBA, LLM, PG Credential in Travel and Tourism, B.Lib, PG Diploma in Retail Management and many more. Last but not the least there are considerable short eschatology Certificate, Diploma courses and divergency learning for 3 months, 6 months and 1 year. <\p>

What makes this collaboration between Karnataka State Open Multiversity and Mother Teresa Cultivation Foundation different is our professional further feel for attitude, holistic vicinage and the perfect blending of hallowed and adept courses with the latest education tools.<\p>

[lucymvaughan-blog]

[lucymvaughan-blog]

Education Foundations Comment #2 Topic #2 (Elle's Blog)

I also chose the Jane scenario and taking part in the group activity within our Education Foundations tute we analysed the scenario, the group looked at Jane’s background. The scenario highlights her privileged upbringing and education, considering this in regards to Jane’s teaching approach may be what is dampening her ability to engage her students. Jane may be approaching her classes and students from the wrong perspective, she may be relating the work to her own interests and not taking the time to engage the students in what they are interested in, ‘It is important to bear in mind that motivation is intimately linked with individual and/or situational interest within learning, curricula and family contexts (McInerney & Van Etten 2001). Building relationships with students through communication will allow them to engage and become dedicated individuals if you show an interest in them.

Jane is in her first year out of University and as Elle mentions Jane’s lack of teaching experience is probably a significant factor in why she is struggling to engage and control her students. Findings through my ELPC research on rural schools in Australia highlights the fact that remote communities find it hard to retain staff and in general most of the teachers within these schools are new graduates who are either out of their first or second year of university. Not having experienced staff is an obstruction for the students who are continuously experimented on to see what works and what doesn’t. This to me is significant in relation to why the parents are openly hostile towards the school, Elle mentions ‘poor family environment, lack of family education’ , along with this and in relation to town and community history, frustration from this continuous turnover of staff and the divide between town and farming kids may be another factor. The welfare of the community and cultural differences is a possible factor in this divide.

Looking at the behaviourist views of motivation and working with the rewards and/or punishment approach could be an approach Jane can incorporate within her classes. ‘Motivation plays a significant role in student interest and enjoyment, is subject to influence from peers, teachers, parents, subjects and schools, and is informed by ethnic and cultural backgrounds’ (MacCallum 2001; Martin 2007, 2008). Motivation is therefore influenced through personal, social, emotional, cultural and environmental factors, Jane needs to consider the environment she is teaching in and creating a foundation with the community and her students. 

[lucymvaughan-blog]

Education Foundations Comment #1 Topic #2 (Alyssa's blog)

  I think Alyssa makes some interesting points about nutrition and the issues surrounding human development. I know from my own school years I did not eat breakfast ever as far as I can remember. The research shows that a lack of nutrition can dampen a student’s ability to concentrate process information and evidently learn. ‘Children who are undernourished have poorer cognitive functioning when they miss breakfast’, (Food and Research Action Centre, 2010: 5). The implementation of a breakfast program for the various children that make up the school is a step in the right direction in giving students a foundation to begin the learning process. I had friends during my school years that would travel up to two hours on a bus to and from school. Having breakfast at 6am and arriving at school at 8am, there is a considerable amount of time between eating and also the fact that students are awake at this hour and may be tired can also impact on their ability to engage and learn.

Although nutrition is important in the children’s ability to attain information and learn I believe through theorist Vygotsky that cognitive development is a second step to nutrition that is important for Jane to put in place within her school, thus creating an enriching and physical development for students. Particularly in the scenario you have to consider the students that make up her class are from various backgrounds such as town kids and farming kids. The lack of communication between the two individual groups is possibly where Jane needs to focus her attention. Her limited understanding she may have for the history and development of her town, school and students may be dampening her capacity to engage them. Vygotsky’s ‘zone of proximal development’, is an important aspect along with the nutrition of the children and the lack of social interaction amongst her different students is a challenge Jane is facing. ‘Zone of proximal development’, ‘a level of development attained when children engage in social behaviour’ Vygotsky explains this in detail when defining social interaction and the role that plays when it comes to cognitive development. "Every function in the child's cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological). This applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher functions originate as actual relationships between individuals." (Vygotsky (1978, p. 57).

From this Jane may need to implement different pedagogical approaches within her classroom. Peer to peer learning and creating relationships amongst all backgrounds and students in the classroom may break down the divide between town kids and farming kids. Creating different relationships amongst the students and that of the teacher will help create a nourishing environment where the kids will be engaged, ‘People are motivated to meet needs associated with safety, love and belonging’ (Maslow 1999). 

[lucymvaughan-blog]

Education Foundations Blog #2 Module D, Teaching all Learners

Education Foundations

Module D, Teaching all Learners

Teaching all learners, how does motivation and engagement work within the classroom? Motivation comes from the internal, the psychological aspect of an individual. Engagement is the energy that connects and is shown through participation within the classroom. This can be through class group work or simply engagement with the subject, practically and theoretically. The teacher’s role within the classroom is to engage students with all aspects of the subject. To whom am I accountable, is a provocation a teacher needs to be wary of and consider in having a motivated classroom.

Getting to know your students on a personal level is a way of understanding students and their ‘lifeworlds’, this focus allows the teacher to understand their students, this is an important aspect of learning and teaching. In relation to the Jane scenario, she has found it difficult to engage her class and heard some critical information from parents, ‘she just doesn’t give them any work that’s interesting for them’. There seems to be mounting evidence that students of the twenty-first century learn different to those of the past, such as their parents. Students seem to have a different relationship to information and learning compared with previous generations. In this instance Jane has to really try and understand her students from cultural differences, backgrounds, engaging with the general community and understand its history, and recognize the different expectation parents have for their children. Knowing the children is an important and powerful tool to create motivation within the classroom. ‘There is considerable evidence in the research literature of the association between engagement and positive academic outcomes’ (Fredericks et al., 2003, p. 23). Once the teacher has a foundation to build upon motivation and engagement will evidently follow.

Jane has to look at the circumstances around her, she is dealing with town children and those from farming properties, the ‘disadvantaged’ community has a long history and it is important to understand it. Jane may even need to look at her teaching style, is all her late night organisation really shaped and adapted for the type of students within her classroom? Jane seems to have a lot of content based work rather than a pedagogical approach to her classroom. A personal account a family member of mine has come across during her teaching practice is working at a disadvantaged school with a large population of juvenile justice kids and many of whom are Aboriginal. The Visual Arts teacher within this school hasn’t changed the curriculum for over twenty years and has the attitude of, why change it now. The students within the school loath attending the class and generally Visual Arts is a popular subject, but kids of this nature are not interesting in writing essays on 14thCentury art. ‘Many students students stop the practice of learning because they feel learning is no longer relevant in their lives...They have learned ... that book learning offered... has no relevance in the world outside...’ (hooks, 2003 p .42). The class work has not been adapted to cater to the student’s needs, backgrounds and interests. ‘It is important to bear in mind that motivation is intimately linked with individual and/or situational interest within learning, curricula and family contexts (McInerney & Van Etten 2001). Jane may need to consider readjusting some of the content she has put in place for her students and shape the work more to their interests and needs. 

Should we teach students or subjects? This is another factor in the scenario of Jane, some key aspects that may be contributing to foster motivation within her classroom. Is Jane teaching the subject or the students? I t would seem that she has more of a focus on content, this teaching job is her first and the community she teaches in is a disadvantaged one. In general rural communities have a high turnover and most of the teachers within these schools are new graduates who are either out of their first or second year of university. Not having experienced staff is an obstruction for the students who are continuously experimented on to see what works and what doesn’t.

The key to motivation is good pedagogy and curriculum, the teacher/student relationship, the sense of belonging and importance within the classroom. Having a positive classroom environment allows students to have a purpose and motivation. ‘People are motivated to meet needs associated with safety, love and belonging’ (Maslow 1999). 

Resources 

M. Davis, International Schools Journal Vol XXIX No. 2 April 2010, Personality and its effect on relationships and teaching and learning styles

D. Zyngier, Teachers and Teaching: theory and practice Vol. 13, No. 4, August 2007, pp.327 - 347. Listening to techers-listening to students: substantive conversations about resistance, empowerment and engagement.

Churchill et. al, Teaching: Making a Difference, John Wiley & Sons Australia, Ltd: Milton QLD, 2011