Sunday, March 12, 2017

CAASPP SMARTER Balanced 2017 Reading

California (CAASPP) and SMARTER Balanced: California Smarter Balanced Assessments, replaces CST.  Smarter Balanced Assessments. CA Standards Test (CST) 2017-2018. PARCC printable released (pdf) test are a more comprehensive practice assesment for the California CAASPP reading test and assessments. The California Assessment of Student Performance and Progress (CAASPP)


PARCC Reading ELA Released Test 

Grade 3 English-language Arts (PDF)
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4th Grade TerraNova, Terra Nova Test

PDF Printable 4th Grade TerraNova Practice Test. Language Arts Test · Language Arts Answer Key · Reading Test · Reading Answer Key · Math Test · Math Answer Key.

4th Grade TerraNova Practice Test
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5th Grade TerraNova Practice Test
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6th Grade TerraNova Practice Test
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7th Grade TerraNova Practice Test
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8th Grade TerraNova Practice Test
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[PDF]TerraNova - Macmillan/McGraw-Hill
Success on Standardized Tests for TerraNova • Grade 2. 3. Practicing for the. TerraNova ... In the booklet you hold now, there is a practice version of the.

[PDF]Success on Standardized Tests for TerraNova • Grade 3 - Macmillan ...
In the booklet you hold now, there is a practice TerraNova. This test is a simulation of the test students take at the end of the third grade. It can be used at any ...

[PDF]Success on Standardized Tests for TerraNova • Grade 4 - Macmillan ...
In the booklet you hold now, there is a practice TerraNova. This test is a simulation of the test students take at the end of the forth grade. It can be used at any ...

[PDF]Success on Standardized Tests for TerraNova • Grade 5 - Macmillan ...
In the booklet you hold now, there is a practice TerraNova. This test is a simulation of the test students take at the end of the fifth grade. It can be used at any ...

[PDF]Success on Standardized Tests for TerraNova • Grade 4 - Macmillan ...
In the booklet you hold now, there is a practice TerraNova. This test is a simulation of the ..... A 4th-grade class divides into 4 teams to hold a kickball tournament.

[PDF]Success on Standardized Tests for TerraNova • Grade 6 - Macmillan ...
In the booklet you hold now, there is a practice TerraNova. This test is a simulation of the test students take at the end of the sixth grade. It can be used at any ...

[PDF]TerraNova, Third Edition - Data Recognition Corporation
TASC Test Assessing Secondary Completion™ is a ... TerraNova, Third Edition promotes student achievement and learning with a full range of research-based standardized ... CTBS®/43 (ComprehensiveTest of Basic Skills 4th Edition) © ... *Language available at Grades 3–12 for Multiple Assessments and Survey, ...

[PDF]Getting Ready for the 4th Grade Assessment Tests - DATE 4th Grade
Massachusetts Comprehensive Assessment System. Subjects covered: Reading, Writing, Math. Month given: April/May. MISSISSIPPI. Name of test: Terra Nova.

[PDF]Understanding Terra Nova Reports for Teachers and Parents
InView. • Cognitive abilities test paired with TerraNova. • Normed in ... 1st Grade. 12. 2nd Grade. 13. 3rd Grade. 14. 4th Grade. 15. 5th Grade. 16. 6th Grade. 17.


[PDF]THE TERRANOVA MATHEMATICS TEST AS A PREDICTOR FOR ...
THE TERRANOVA MATHEMATICS TEST AS A PREDICTOR FOR GRADES IN. ALGEBRA I by ..... percentile scores from 2001 and semester 1 grades in Algebra I for ...... One fourth of the Minnesota high school juniors who took the 11th grade.
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Saturday, March 11, 2017

Teaching Students and Parents to Dream Big



Why Parents and Students Should Dream Big

 1 Child, 16-20 years of school, and a Lifetime of Dreams!

 We all live in an ever-changing world and change creates opportunity. Our students live in a land where anything is possible and creativity leads to individualism which then leads to success. Sadly, we aren't seeing the best results from our education system nowadays but why is this the case? Today, we are looking into the importance of parents within the education process. When children go through school they may need extra support, their academic potential and growth is limited without the parents connecting with this process. Instead, we want all parents to be involved and we want to teach parents and students alike that everyone should be dreaming big! 

 Every great dream begins with a dreamer. Always remember, you have within you the strength, the patience, and the passion to reach for the stars to change the world. Harriet Tubman

So what is the answer? How do we ensure that it is the family going through the education process rather than just the student on their own? Well, it starts with academic acculturation for all students and families. The belief and ideal that every child should have an equal opportunity to achieve academic success and prosperity through collaboration, hard work, determination, initiative, and rigorous study. It truly does take a village to raise a happy and well educated child.

 I love the idea that it doesn't take one person only to achieve your potential. It takes a village, it takes a community, a street, a teacher, a mother. Mira Nair

Academic Acculturation - Essentially, this is the process of adapting to the mindset required to be successful within an academic environment. For example, students and families should be aware of the positive/proactive mindset, correct scholarly attributes, work ethics, intrinsic emotional mindsets, and more to grow into the academic culture rather than growing apart from it. Initially, the term ‘acculturation’ was used to described two different cultures coming together but it fits here perfectly because we need to help struggling students and their parents to adapt to academic life. As soon as the two merge and become one, we are putting students in a much greater position for success. 

 Keep your dreams alive. Understand to achieve anything requires faith and belief in yourself, vision, hard work, determination, and dedication. Remember all things are possible for those who believe. Gail Devers

With this in mind, we want to bring parents into the school experience with the students because it allows for a full understanding. Once both parties understand the culture, mindset, and positive traits required for success, that success becomes a whole lot easier to achieve. In particular, parental involvement becomes even more important and somewhat magnified in low socioeconomic status (SES) and special education students. Today, we have some solutions that will help with the idea and steps that educational facilities can take moving forward.

Positive Dialogue - Above all else, acculturation occurs with positive dialogue and this is for families, students, community leaders, and all staff members who are entrusted with maintaining these very important school-home relationships. If we break this down even further, we can see exactly how this first step can be achieved.

Share Values and Connections - Firstly, the four stakeholders we mentioned previously - we could say that they all have an interest or a ‘stake’ in a student’s education - should look for connections by sharing what they value. Once you know what each individual values, the connections can be found and a joint mission can be created taking all of these opinions into account. Suddenly, there will be something tying them all together which is an important first step.

Clarify the ‘Why’ - Most of the time, parents who aren't involved with their child’s education do so because they don’t understand and because they don’t realize the impact that they can have. However, this understanding comes through explanations so they begin to understand the ‘why’. For example, why is it important that the student takes part in certain activities? Why will a certain subject contribute to their future understanding of a more complex principle? Why is a certain assignment or piece of daily homework important to their education? The ability to learn, adapt and or take risk will appeal to employers in the future?

 Infuse your life with action. Don't wait for it to happen. Make it happen. Make your own future. Make your own hope. Make your own love. And whatever your beliefs, honor your creator, not by passively waiting for grace to come down from upon high, but by doing what you can to make grace happen... yourself, right now, right down here on Earth. Bradley Whitford

In this section, the barriers should be also assessed and everybody should be aware of why they create difficulties for the student’s education. As an example, a common question is ‘why aren’t writing assignments being completed?’. As soon as everybody involved knows the importance of completing said tasks, there won’t be any questions and the parent will ensure that the work is done. When the work is done, the teachers can assess it and note where improvements need to be made. Next time, the writing assignment will target those weaknesses and the student can improve. Without the parental involvement and without this basic level of understanding, none of this can take place and the student is left behind. 

 People spend too much time finding other people to blame, too much energy finding excuses for not being what they are capable of being, and not enough energy putting themselves on the line, growing out of the past, and getting on with their lives. 
J. Michael Straczynski

Remove Blame - Let’s face it, our defensive shields go up whenever there is blame in a discussion and this leads to no solutions whatsoever regardless of the topic. In education, the story is exactly the same whether it is the staff defending their processes or the parents defending their involvement in their child’s education. Therefore, the skill of discussing issues without blame needs to be learned by all.

With the first two steps we have seen so far, we are starting to create a nice open environment for conversation and communication. If blame creeps in, it ruins the hard work and brings it all to the ground. Therefore, all parties need to know that they can voice concerns without the defensive shutter coming down on someone else. This way, the point of the concerns can be addressed and the solutions will be found. Whenever this open communication is allowed, nobody feels hesitant towards voicing concerns in the future so this is extremely important. As long as everyone knows that they can be honest, the child will be the center of attention in their education and the prime focus for all involved - just as it should be.

Free Suggestions - Following on from the previous point, we should all be free to offer and take suggestions as they come. Whether it is the parents making suggestions on how to deal with their children or teachers making suggestions for what could be done at home to improve the learning of the student. Regardless of what direction it is given or received, it will be done so without blame and without an accusatory nature. Seeing as though we have already nailed the ‘no blame’ policy, giving suggestions without an accusing tone should be just as easy.

When this is allowed to occur, the whole dynamic around the student will change over time. If certain learning techniques aren't working, suggestions can be made for improvements or changes and the learning environment can grow and adjust. With special education students, this is perhaps more important than anywhere else because the environment has to be optimized and this may require some changes over time. If these suggestions cannot be given (or received) in a positive way, it is the student that suffers as opposed to anyone else.

As you can see, these four points will combine together to provide the perfect academic environment for the student and positive dialogue will be a key feature for teachers, parents, and the students themselves.

Create a Community of Leaders - Considering we are trying to show both parents and students that anything is achievable in today’s world, this can continue by creating a community of leaders. To help with the students and with parent orientation, these ambassadors and academic acculturation liaisons can further explain the points we have already discussed. In terms of the ‘why’ and sharing values, they provide key input from the ‘real-world’ and the opportunities that exist outside of education.

Introduce Communication Tools - In years gone by, we would see parents talking to teachers all the time but for some reason this has disappeared in many schools. In truth, it comes from both sides because teachers have seen their workloads increase with large class sizes, paperwork, discipline issues,  and a variety of other tasks while parents think of teachers as these superhuman beings that, when they aren't teacher their children, are stuck behind a laptop screen planning the next day’s lessons. In some cases, it is actually admiration for teachers as the reason why parents essentially ‘leave them to it’ because there is a trust in place. However, parental involvement is critical as we hope you are seeing here today.

If the communication tools are in place, teachers can discuss issues with parents in addition to academic requirements, rules, positive mindsets, emotional attitudes, expectations, etc. Rather than parents not even knowing their child’s expected grades, let’s get them involved so the whole operation pulls together as a well-oiled machine instead of pulling in different directions.

Utilize a Newsletter - In addition to the improved communication, newsletters for achievement and ‘academic success’ make for a great tool within an educational facility. Not only is it easy to form, it highlights the achievements of individual students across a manner of fields. For example, some students will excel in science while others prefer sports and newsletters show that all facets of education are important. When this atmosphere is created, it allows students to know that they can go where their strengths lay instead of being pushed in the wrong direction - this is a problem we have seen in recent years. Wouldn't it be great to allow students to go where their passion takes them without fear of prejudice or judgement?

Mutual Understanding and Respect - Ultimately, we all know that we are shaped by the environment around us which is why our parents are so important in the early years. Over time, we are affected by loved ones and relatives who teach us important things. Therefore, a win-win environment is vital in education where there is a mutual understanding and respect. Not only should this respect go from student to teacher, it should go the other way and include the parents. More than anything else, it teaches students how to respect others, how the world works, and it allows the steps we have seen so far to be introduced successfully.

Family Welcome Center - As we near towards the end of our tips and advice today, we have two last ideas that will boost the idea of dreaming big and allowing students and parents to thrive in the education phase of life. Firstly, a Family Welcome Center could offer information to students and teachers as well as offering volunteering opportunities, refreshments, and a communication hub where ideas, suggestions, and information can be passed from one person to the next.

Special Education Parent Liaison - Finally, we suggest a liaison of this kind to provide help with individualized education programs. Ultimately, this will have the main aim of improving the understanding of the school’s process when it comes to IEPs, SST, and the 504 plan. As soon as a full understanding has been achieved, parents will know how their children can make the most of their time at the particular school and this all comes back to letting children dream big and be the best they can be.

Conclusion - In the coming months and years, it is the time to put the BIG dreams back into children as well as their parents. Instead of staying away from the whole process, parents can enable the dreams of their children and show, LOVE, encouragement, understanding, and belief - this then leads to success. By following the steps laid out above, educational facilities have an opportunity to contribute to this journey while including the parents. When this all comes together, the results can be amazing and you only have to look at schools that have already introduced these changes to see that it really does work!
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Thursday, March 9, 2017

Successful Academic Acculturation: Helping Parents and Student Thrive Academically

What are the best Academic Acculturative processes and strategies? For the positive assimilation,  adaptation, and integration of students and families into a highly effective academic environment. 

 Why Examine and Seek the Best Academic Acculturation Structures and Strategies: In Short, Improving and Accelerating Academic Competency and Student Success! Parent involvement in their child's education is of critical importance to all students, especially low SES Students and Special Education Students. 

  • Create a culture of gratitude, grace and caring! Thank parents, students and staff with positive praise and uplifting notes daily. Ask parents to write a positive note about their child to share with their teacher. 
  • Celebrate progress and success, cheer on students and parents when students meet a new academic benchmark or demonstrate positive academic attitudes. Parents and students do not always feel included or successful in our new high stakes testing environment. Seeing their child in a positive light and successful academically feeds into a success loop. 
  • Create an open door policy, invite parents to visit your school and classroom at a level you are comfortable with. 
  • Parents must understand they are a very important part of the team, and without them, their child will not make the biggest gains. Acquiring academic skills is at times stressful for parents and students. Creating a team attitude helps alleviate the stress. 
  • Creating a positive dialogue with families, students, staff and community leaders. 1. Look for connections by sharing what you/they value, and seek connections, 2, clarify the "why" to parents and students, what, why, where, and how can barriers and hindrance create difficulties,   e.g. "why are writing assignments not being finished," 3. voice concerns in clear ways that are never about laying blame, and 4. ask for suggestions and offer suggestions that are not accusatory. 
  • Create a community of leaders, Academic Acculturation Liaisons, and family ambassadors that help with new parent orientation. 
  • Create a clear and ongoing set of communication tools to help parents understand academic requirements, expectations, rules and norms of positive mental and emotional attitudes of success. Creating an Academic success newsletter is an easy and powerful tool that should be regularly distributed to parents and families communicating. Communicating regularly, weekly is preferred on a designated day, where all home school communications is a good way to help parents stay informed. 
  • Creating a win-win environment of mutual understanding and respect. Remind parents and students constantly that that help, cooperation, involvement is needed and required. 
  • Organize a Family Welcome Center with school and community information, refreshments, volunteer opportunities, and a genuine interest in suggestions. Make families always and welcomed, valued, and respected at school. 
  • Create a special education parent liaison that helps with IEPs and has a clear understanding of your schools SST, 504 and IEP process. 
  • Organized a family outreach program that matches families, parents and students with needed community resources and services. Strong families and students build a strong school community. 

Definition of Academic Acculturation: sociological and educational modification of an individual, group, or people by adapting to or borrowing positive mental and emotional mindsets, work ethics, positive academic attitudes, effective traits from a highly effective academic culture, the acculturation of parents and struggling students to collegial academic life; also : a merging of cultures as a result of prolonged contact.
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Top 10 Ways to Get Parents involved at School

10 Great Tips for Getting Parents Involved at School

 Schools can seem very toxic to parents and students when they illicit thoughts and emotions of fear, failure, competition, shame, and punishment. Schools that love and honor students and families will be loved and cherished. 

Schools and families thrive when a positive school-home partnership is established, developed, and maximized. 
Partnerships with parents, teachers, and students require a well thought-out, proactive plan. The universal goal for all schools should be to create a place where positive parental involvement focuses on, "Supporting students success," "Creating a Positive Leaning Environment," and Developing Happy Well-adjusted Kids!" Student success is difficult or impossible when parents are not engaged, removing barriers and obstacles is the first step. Home and school dialogue is the foundation of building a strong school community and teacher-parent relationships. Seeking parental involvement and a productive school-home partnership starts with well-informed parents. Building dynamic school communities takes smart planning and buy-in from all stakeholders. Rigorous new standards, more demanding academic requirements means challenging times for students and families, schools need to rethink, re-imagine, reevaluate, reexamine and reinvent school-home communications. Relevance in today ever-changing education climates demands we push for more and better dialog with parents.

Positive school-home partnerships and parent involvement is of critical importance to all students, especially low SES Students, and Special Education Students. 

  1. Create a school culture of gratitude, grace and caring! Thank parents, students and staff with positive praise, encouragement and uplifting sentiments daily and weekly. Ask parents to write positive notes weekly about their child to share with their teacher. Teachers and principals should select one child every day and write a positive note home. 
  2. Celebrate progress and success, cheer on students and parents when students meet a new academic benchmark or demonstrate positive academic growth, Celebrate openly students and parents with uplifting attitudes. Parents and students do not always feel included or successful in our new high-stakes testing environment. Seeing their child in a positive light and successful academically feeds into a success loop. 
  3. Create an open door policy, invite parents to visit your school and classroom at a level you are comfortable with. 
  4. Parents must understand they are a very important part of the learning success team, and without them, their child will not make stellar gains. Acquiring new academic skills is very stressful at times for parents and students. Creating a team attitude helps alleviate the stress. 
  5. Creating a positive dialogue with families, students, staff and community leaders. 1. Look for connections by sharing what you/they value, and seek connections, 2, clarify the "why" to parents and students, what, why, where, and how can barriers and hindrance create difficulties, e.g. "why are writing assignments not being finished," 3. voice concerns in clear ways that are never about laying blame, and 4. ask for suggestions and offer suggestions that are not accusatory. 
  6. Create a community of leaders, Academic Acculturation Liaisons, and family ambassadors that help with new parent orientation. 
  7. Create a clear and ongoing set of communication tools to help parents understand academic requirements, expectations, rules, and norms of positive mental and emotional attitudes of success. Creating a student success newsletter is an essential communication tool, and is easy when shared with a school team. Sharing uplifting and important news with parents is a powerful tool, set a goal to share with parents and families once a month at a minimum. The newsletter should be in multiple languages when communicating with immigrant families. Communicating regularly, weekly is preferred on a designated day, where all home school communications is a good way to help parents stay informed. 
  8. Creating a win-win environment of mutual understanding and respect. Remind parents and students constantly that that help, cooperation, involvement is needed and required. 
  9. Organize a Family Welcome Center with school and community information, refreshments, volunteer opportunities, and a genuine interest in suggestions. Make families always and welcomed, valued, and respected at school. 
  10. Create a special education parent liaison that helps with IEPs and has a clear understanding of your schools SST, 504 and IEP process. 
  11. Organized a family outreach program that matches families, parents, and students with needed community resources and services. Strong families and students build a strong school community.
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Saturday, March 4, 2017

Closing the Achievement Gap With Oracy!

Importance of Teaching Oracy: Recitation & Performance, Socratic Seminars, Harkness Methods and Dialectic Argument, and Dialogue. promotes critical thinking and reasoning, and most importantly today active listening. 

 Literacy, Numeracy, and what is Oracy? 

ORACY is a key academic skill that is neglected in most ELA curricula, it is the ability to articulate and discuss ideas, opinions, questions, and views in a cogent manner. The ability to speak fluently and grammatically in complete sentences in academic situations.

 I've found that good dialogue tells you not only what people are saying or how they're communicating but it tells you a great deal - by dialect and tone, content and circumstance - about the quality of the character. E. O. Wilson

In order to thrive in any academic environment, oracy is a critical
academic skill but sadly it is now missing within most published ELA curricula which is worrying news for the future. Not only does oracy have an impact on education, but it also affects the job prospects of students as we will see in just a moment. If you were unaware, oracy is the ability to express opinions, facts, ideas, questions, and views with fluency and correct grammar. Considering this is missing from many education programs these days, will we ever see its return? Is it now an under-appreciated skill? The art of Socratic debate, academic discourse, and real substantive dialogue.

 Socratic dialogue and discussion may be better than argument and debate, because debate is about who/whom is right, but Socratic dialogue is about finding the right way, better way and the truth! 

 For employers, the skill is definitely not under-appreciated as many have admitted to looking for effective communication among potential candidates. Furthermore, employers are also looking for those who can collaborate with others in order to resolve problems and find real solutions through dialog. With oracy missing from the curriculum in education, this has created a huge skills gap that students are experiencing as they leave the education system. 

 Good business leaders create a vision, articulate the vision, passionately own the vision, and relentlessly drive it to completion. Jack Welch 

Using this, we can confidently suggest that oracy skills are far more important for employability in young people than the likes of algebra. Despite this, we are refusing to acknowledge its importance and it is the students that are missing out. Sadly, there is an overwhelmingly incorrect belief that the ability to talk doesn’t need to be explicitly taught but this isn't the case. 

 Parents provide their children with genes as well as an environment, so the fact that talkative parents have kids with good language skills could simply mean that and that the same genes that make parents talkative make children articulate. Steven Pinker

Of course, some talking skills will be learned in the home through parents and discussions with siblings. However, it is now rare for students to be presented with an opportunity to talk about their ideas and partake in reasoned discussion. In both the UK and US, upper-class and private schools still, focus on the spoken language and how to use it effectively. For there to be parity, we need to say the same for state schools so they have a better chance at success in the future.

How? - In truth, there are various ways of teaching oracy and many have been adopted by teachers. For example, the most important factor is to create guidelines with students. Alongside respecting each other’s ideas, students should also be open to changing their mind, show their listening, build on each other’s ideas, use questions to bring others into the discussion, and then, ultimately, come to a shared agreement. As soon as the students have the ground rules in tow, solutions will be found to problems because they learn how things get done. When students can reason together, their ability to reason alone will also increase. 
Change happens by listening and then starting a dialogue with the people who are doing something you don't believe is right. Jane Goodall


What does this mean? It means that their attainment in science, maths, and all other subjects should improve as a result. In addition to developing ‘talk’ skills in students, teachers also have a pivotal role when it comes to monitoring the development and then providing feedback wherever necessary. If needed, teachers can get hold of toolkits that will enable them to make the most of their opportunity as learning providers. As you can see, oracy is vital for all students so why is it that it is losing its place in education?

When you have a conflict, that means that there are truths that have to be addressed on each side of the conflict. And when you have a conflict, then it's an educational process to try to resolve the conflict. And to resolve that, you have to get people on both sides of the conflict involved so that they can dialogue. Dolores Huerta


If we are to fix the skills gap, the importance of oracy needs to be welcomed back into the classroom once more. As soon as oracy finds its place in education, the skill shortage discussed previously will reduce and employers will have plenty of opportunities to hire the correct candidate for any given position. Above all this though, all students will have an opportunity to excel in life and the education system can become more effective at producing work-ready individuals.
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10 SIGNS YOU MIGHT HAVE A CLASSROOM FULL OF DESK POTATOES!

10 SIGNS YOU MIGHT HAVE A CLASSROOM FULL OF INCURIOUS DESK POTATOES! IS COMMON CORE AND MASS TESTING CREATING MORE INCURIOUS DESK POTATOES? 

 SIGNS YOUR STUDENTS MAY BE DEVELOPING DESK POTATO SYNDROME! 
  1. YOU REPEAT YOUR INSTRUCTIONS 5 TIMES AND 5 WAYS, YET 5  STUDENTS STILL ASK WHAT TO DO THE SECOND YOU ASK THEM TO GET STARTED
  2. THE ONLY THING IN THE CLASS WITH A STUDENT'S NAME ON IT IS..... NOTHING  
  3. YOUR CLASS PET PAYS MORE ATTENTION TO YOUR MATH LESSONS THAN YOUR STUDENTS DO
  4. YOUR STUDENTS THINK HOMEWORK IS SOMETHING THEY ARE SUPPOSED TO COPY OFF OF A FRIEND BEFORE SCHOOL
  5. YOUR STUDENTS ARE MORE CURIOUS ABOUT THEIR FINGERNAILS THAN WHAT IS ON THE CHALKBOARD
  6. YOUR STUDENTS ONLY QUESTIONS AFTER YOUR AMAZING HISTORY LESSON IS, "WHEN IS LUNCH?"
  7. DURING STUDY HALL AND SSR YOUR STUDENTS LOOK LIKE THE CAST OF A GEORGE A. ROMERO FILM
  8. YOUR STUDENTS COMMUNICATE REQUESTS BY POINTING, GRUNTING, OR MUMBLING
  9. YOUR SIXTH GRADE CLASS IS NOT SMARTER THAN A 2ND GRADER
  10. PUTT PUTT GOLF PENCILS ARE SHARPER THAN YOUR STUDENTS
  11. YOUR CAT IS BETTER AT FOLLOWING DIRECTIONS THAN YOUR STUDENTS
  12. YOUR STUDENTS THINK SCHOOL WORK IS A SPECTATORS SPORT
  13. YOUR MIDDLE SCHOOL PARENTS THINK SCHOOL IS FREE DAYCARE AND BABYSITTING
  14. EVERY TIME YOU CALL A PARENT, YOU THINK, "THE POTATO DOESN'T FALL FAR FROM THE TREE!" 
  15. WE ARE AT RISK OF CREATING A GENERATION OF HELPLESS, OPT-OUT DEADENDERS, TESTING DRONES, MORE AND MORE CHILDREN WITH ADD/ADHD, AND WE THE TEACHERS NEED TO REVOLT AGAINST GENERATIONAL FAILURE, STOP TURNING STUDENTS INTO MINDLESS INCURIOUS DESK POTATOES! 
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Thursday, March 2, 2017

Philosophical Chairs | Philosophical Chairs Topics


Philosophical Chairs is a fast and fun way to teach critical thinking, Socratic debate, public speaking, academic discussion, and dialogue skills. 

  • DEBATE “Might is right” 
  • DISCUSSION “The noisier, the smarter”
  • DIALOGUE “Connectivity for community” Diana Kardia and Todd Sevig

Philosophical chairs is a form of classroom debate that is easily implemented and will get all your students engaged quickly. Philosophical Chairs uses debate topics in the form of short (interesting/controversial) statements, "Men are better primary teachers and can teach children better than women" the students must choose which side they agree or disagree with. Students are divide into two opposing groups, they must take a position that they are going to argue! The debate/discussion can be done as a quick debate without pre-studying or have students due background reading. Philosophical Chairs starts by laying down the rules of engagement. Students that agree with the statement must give his or her reasons for agreement in clear facts, personal experience and logical reasoning. Student's that disagree with the statement must in turn give evidence supporting their views. All students must participate, and no one is aloud to opt out! Students may ask a opposing student for clarification, students can change sides and opinions, and they should be able to discuss topics using complete sentence in an articulate grammatically correct way. Students discuss and evaluate their own ideas and of their colleagues at the end of the debate. They share what discourse was most effective or had the greatest or least impact on their opinion! At the conclusion of the debate/discussion, the students will reflect on their own debate skills, their own view as well as the opposing views. Oracy, in one of my goals for using Philosophical Chairs "Oracy, the ability to express oneself fluently and grammatically in speech."
Socratic seminar as dialogue may be better than debate and argument, debate is about who is right, but Socratic seminar as dialogue is about finding the right way, better way and or the truth!

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[PDF]Philosophical Chairs Presentation
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[PDF]Philosophical Chairs
Philosophical Chairs. SUBJECT MATTER APPLICATION. In theory, learning happens when students use critical thinking to resolve subsequent conflicts which ...

[PDF]Using Philosophical Chairs by: David Duez
Using Philosophical Chairs by: David Duez. AVID Strategy david.duez@humble.k12.tx.us. Philosophical Chairs is similar to a debate. Students are given a ...

[PDF]AVID Philosophical Chairs - Waiakea High School
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[PDF]Philosophical Chairs - Roosevelt Middle School
Pre—Discussion Organizer for Philosophical Chairs. - 4.6b: Rules of Engagement for Philosophical Chairs. - 4.9a: Participant Reflective Checklist for ...

[PDF]AW-Philosophical Chairs Template - AVID Weekly
Philosophical Chairs Lesson Template. The goal of this instructional template is to give teachers effective strategies they can use with AVID. Weekly articles.

[PDF]Philosophical Chairs: Directions for Students - Center for Education in ...
Philosophical Chairs: Directions for Students. Students with opposing views on the issue sit facing each other across the center of the room. Students who do not ...

[PDF]Philosophical Chairs - cloudfront.net
Philosophical Chairs. Page 2. Prompt 1: As long as people hold different values/beliefs/”truths” about the world or about life, there will be conflict between these.

[PDF]Philosophical Chairs Topics - asd5.org
Philosophical Chairs Topics. 1. Tobacco should be illegal for purchase or use. 2. Interracial relationships are acceptable. 3. Everyone would be a lot better off ...

[DOC]Philosophical Chairs Rules of Engagement
Philosophical Chairs. Rules of Engagement. Be sure you understand the central statement or topic before the discussion begins. Decide which section you will ...

[PDF]Rules of Engagement
Philosophical Chairs. Rules of Engagement. 1. Be sure you understand the central question or topic before the discussion begins. 2. Prepare for the discussion ..

[DOC]Philosophical Chairs Rules of Engagement
Philosophical Chairs: Rules of Engagement. 1. Be sure you understand the central statement or topic before the discussion begins. Decide which section you ...

[PDF]AVID Philosophical Chairs - Waiakea High School
Philosophical Chairs is a format for classroom discussion and an activity that can be used each year in the. AVID elective. .... Rules of Engagement. 1. Be sure ...

[PDF]Comparison of Dialogue and Debate - EED Courses
In dialogue, finding common ground is the goal. ... Debate creates a closed-minded attitude, a determination to be right. 9. ... Differentiating Dialogue From Discussion: A Working Model (Kardia and Sevig, ... Focus on conflict and difference as.

[PDF]Comparing Debate, Discussion and Dialogue
DEBATE ting/ii is right”. DISCUSSION. "The noisier, the smarter”. DIALOGUE. 't'cnnectr'w'ty for ... ncnossDIFFERENCE ... In dialogue, finding common ground is.

[PDF]comparing debate, discussion and dialogue* debate discussion ...
DEBATE. “Might is right”. DISCUSSION. “The noisier, the smarter” ... In discussion, personal experience and ... In dialogue, finding common ground is the goal.

[DOC]Comparison of Dialogue and Debate
In dialogue, finding common ground is the goal. In debate ... Debate creates a closed-minded attitude, a determination to be right. In dialogue, one ... Differentiating Dialogue From Discussion: A Working Model (Kardin and Sevig, 1997).
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Monday, February 27, 2017

Top 5 Habits of Happy & Successful Students

5 Habits of SUPER HAPPY & Successful Students | What Traits do Effective Student Demonstrate?

1. Successful Students Communicate Needs by Actively Listening, Asking Questions, and Seeking to Understand Others and Themselves! Developing your (Voice) language skills, Oracy is the first habit that students must polish and practice! Oracy is the ability to express, thoughts, needs, ideas, and questions fluently and grammatically in oral speech.

2. Successful Students reflect on strengths and weakness, they practice academic skills daily and work to improve ability by taking academic risks! Developing your FULL Potential is about doing your best and acknowledging your weakness! 

3. Successful Students Dream Big! Developing your passions for learning, academic challenges, and embrace growth through struggle, risk, and failure!

4.  Successful Students are provocative, organized, responsible and set SMART academic goals! Self-improvement starts with a plan, seeking what helps you get "with-it" and on the right path is ongoing and ever changing. 

5. Successful Students develop positive friendships! They surround themselves with positive people! Discovering who your Real Friends are takes building your own character! Cooperate, share, be grateful, and enjoy your educational journey. 

Over the years, we have seen many reforms and changes within
education, but the skills that an individual student requires have very much remained the same. Whether a public school in the US, a college in the UK, or an educational facility in Australia, we believe that there are five critical skills required by students in order to see success in their education. Whether they need to learn it themselves trial and error or they can be taught it by the adults around them including teachers, these are five things that will allow each student to succeed.


  • Discovering & Developing your Voice 
Self-Advocacy (Discovering Their Voice) - Essentially, self-advocacy in an academic setting is the ability of the student to speak up for themselves and their needs to further their learning and understanding. Most students will struggle at one point in their academic careers; students need to develop their own compensatory learning skills, it starts with quality questioning to deepen understanding, thinking strategies to develop background knowledge, self-assessing techniques to gauge strengths and weakness, and the ability to learn new skills to meet more complex requirements. Often, there is a common misconception that self-advocacy relates to knowing one’s rights! Self-awareness of strengths and weakness of one’s own character and personality as it relates to academics is critical part for self-advocacy and academic success. However, for self-advocacy to work effectively a student must acknowledge and know their responsibilities first and foremost, their self-awareness of strengths and weaknesses helps define academic needs, because this awareness is as important for the communication of what is really needed as well as knowing how to succeed. 


"I speak not for myself but for those without voice... those who have fought for their rights... their right to live in peace, their right to be treated with dignity, their right to equality of opportunity, their right to be educated." Malala Yousafzai
“Self-Advocacy is learning how to speak up for yourself, making your own decisions about your own life, learning how to get information so that you can understand things that are of interest to you, finding out who will support you in your journey, knowing your rights and responsibilities, problem solving, listening and learning, reaching out to others when you need help and friendship, and learning about self-determination.” http://www.wrightslaw.com/info/self.advocacy.htm

Ultimately, there are a few different elements that make up the whole notion of self-advocacy and discovering one’s voice;

• Firstly, the student must understand their needs and this mostly comes from self-awareness

• Then, the child must know what support is required for these needs to be addressed; for example, it might be accommodation within the classroom or extra tutoring

• Finally, the child then must communicate their needs to others

As an example, let’s say that a student has dysgraphia where they struggle with the written word. If the student has a geography class where there is an abundance of note-taking, they will get left behind if they doesn’t follow the three steps above and ask for help. In action, the student must first understand their needs in that they won’t be able to keep up and take sufficient notes. From here, they must realize that the only solution is to ask for help. Therefore, they explain to the teacher that they have trouble writing and need to use voice recognition software. If the teacher agrees, the needs have been addressed successfully. If the teacher rejects this option, the student must understand that they can talk to others about the problem.
"When the whole world is silent, even one voice becomes powerful." Malala Yousafzai


How Does it Help? - When students discover their voice, it allows solutions to be found for potential issues. As soon as a student recognizes how they can excel in school, they are more likely to speak up for their needs and get the grades that they want. Often, it is the parent that asks for the solution like the voice recognition software we saw above but there are additional benefits if students are taught to find their own voice. For example, they will build confidence to then resolve challenges the parents don’t know exist. Furthermore, the student is allowed to independently take control of their own learning and this leads to self-empowerment.

In the long-term, these benefits could be huge because it means that the student isn't relying on anyone when it comes to their education. Instead, they are driving their own train as opposed to riding on someone else’s whilst questioning wherever possible to clarify or deepen understanding. Over time, this self-advocacy will get stronger and it will provide benefits outside of education. Even after the student has completed their education, they will be able to speak their mind and resolve issues in the workplace. 


"My motto in life is 'Take risks;' you don't have a voice if you don't. You have to venture outside your boundaries. That's what life's all about." Kelly Wearstler


For parents and teachers alike, this is a skill that can be taught and it starts with simple conversations so the student knows their strengths, weaknesses, and that asking for help is perfectly fine and required for success. When students do speak up, they should then be praised and commended. Special education students and struggling students need to be adding self-advocacy goals to IEPs, 504 plans, SST’s, parent’s school communications, and progress reports. When students have active role models in place, they are more likely to achieve this highly effective skill for success. 

"The will to win, the desire to succeed, the urge to reach your full potential... these are the keys that will unlock the door to personal excellence." Confucius

  • Discovering & Developing your Potential 
Study and Learning (Discovering Their Potential/Power) - For the second skill we have for you today, we are going to be discussing the importance of teaching students the skills and language of learning. With this in mind, we want to help students to find their course in life and the relevance of learning. Once students understand the importance of learning, they will be in a position to learn for the rest of their lives which includes the workplace. Essentially, we want students to understand the relevance because this will help them to find their course. 

"I want to challenge you today to get out of your comfort zone. You have so much incredible potential on the inside. God has put gifts and talents in you that you probably don't know anything about." Joel Osteen

Nowadays, students seem to have the “I’M Done Mindset", they want to be done as fast as possible with academic tasks, not concerned with learning new information or truly understanding it. The other common learning approach, “Is It Good? Is It Good???” Mindset, which isn't necessarily effective learning either so much as looking for constant approval. If students remember parts of certain concepts without learning deeply, this knowledge cannot be applied anywhere else in life and this is where part of the problem lies. As a very basic example, a student might learn that ‘4/2 = 2’ but if they don’t understand the theory behind it, they won’t be able to work out ‘8/4’ or ’16/8’ because their main focus is on remembering rather than learning. 

"Playing it safe and taking no risks is a shortcut to poverty."
Jordan Belfort

For students these days, there seems to be a phrase that is uttered all around the world - ‘yes, but how am I going to use this later in life?’ and this comes back down to the idea of relevance. In truth, relevance is a rather difficult notion and very few educational books or studies mention it. However, we define the term as something worth knowing whilst also providing interest. Whenever relevance is provided by the teacher, the student can perceive these two factors. As soon as the student finds relevance in a subject in education, they are more willing to engage with the teacher as well as all the other students and this is where they can find their course. As well as engagement, their motivation should also increase somewhat which will lead to more success rather than sitting at the back of the classroom not knowing how algebra can help them in life. 

"What you learn at university is a good discipline but has little relevance to a real job." Chris Liddell

In terms of applying this to students, there are two main ways that this can be achieved - utility value and relatedness. With utility value, it is all about piquing the interest of the student before providing the relevance. By telling a student that an activity will help them with their long-term goals, they will show an interest and then it can be explained. With this in mind, it very much answers the ‘what will I use it for?’ question. Rather that just being interesting to them, this will allow teachers to show students that the knowledge is also worth knowing for their futures.

For relatedness, it looks to answer the question of ‘why does this apply to me?’. All things considered, this can actually be achieved by the teacher. If the student values the teachers and values the content that the teacher is providing, the student will realize that it will also be important for them. When students see the effort it takes to provide relevance, they are more likely to pay attention and find their course.
  • Discovering & Developing your Path

Time Management and Organization (Discovering Their Path) - When you consider life, it can be tough and children realize this at a very early age. As children reach their teens and even into early adulthood, they start to realize that life is stressful. When this happens, they tend to sit back and take whatever life throws at them. For example, work experience and similar work programs are something that younger students must do because it gives them an introduction into the working world. Instead of finding somewhere they would like to work, they tend to sit back and take what’s given to them. However, they often aren't happy with where they will be working for a couple of weeks and they complain about how unfair the whole process is. Within education, students often complain about how ‘unfair’ life is but all of this can be prevented with one change - becoming proactive.

When students are proactive with their learning and with their life, they don’t have to suffer experiences and jobs that they don’t wan’t to suffer. Instead, they can go out there, get the qualifications they need, get a job in the right industry, and eventually finish in their dream job; this cannot happen if they sit back and watch the world pass them by and this is where teachers can help. As soon as students learn the value of being proactive, they realize that they are in control of their lives and they can be helped to find their passion.

For the teachers, this can be achieved by encouraging proactive behavior - especially through adversity. For example, a new student might feel as though they have no friends and they could be asked to write down a list of solutions. No matter how big or small, they can write down a list of things that they could do to resolve the situation. Over time, the student can do these things and see if they work; it doesn’t matter how old the student is, this is something that can be done. Whenever they perform one of these tasks, they can then be encouraged for taking a proactive approach. Although we have used making friends as an example, this could be absolutely anything. For older students, they could be encouraged to email the company of their dreams for an interview, to start attending revision sessions so they achieve a better grade, to talk to their teachers about where they could improve and reach a higher grade.

When students do not take this approach, they can never find their passion which means that they end up in a job they don’t enjoy and all because they aren't proactive. If this approach is achieved, they will be proactive in their search for better grades and this will be a fantastic mindset to have later in life. In education, there should be a focus on what teachers can do to give each student the right mindset to achieve in life and we have seen this with the three skills we have discussed so far. With these three skills, every student should be able to find their voice, course, and now passion - this will put them well on their way to success but we have two more to show you.
  • Discovering & Developing your Passions 
Persistence and Resiliency (Discovering Their Passion) - Next up, we want students to find their interest, passions, and strengths in life and this leads on from the previous point. As we said, students sometimes end up in jobs or careers that they don’t enjoy and this is because they never find their passion or interest. As soon as they do find these three skills, they have a much greater chance of finding not only success but also real enjoyment.


When we use the word ‘intrinsic’ with motivation, this means that a student might have a fascination with a particular topic as well as the relevance of the topic on the world. When they master this topic, they feel a great sense of accomplishment and there is always a slight sense of calling to it which keeps them returning time after time. Essentially, this is what we are discussing with helping students to find their interest. For example, an intrinsically motivated student might say that literature interests them or that they feel good when they excel in math.

Above all else, we should be looking to encourage this with all students because it lasts a long time and happens to be self-sustaining. When this level of motivation is built, it lays the foundations for success because it makes learning a lot easier than it ever has been for that student. When students are forced to choose subjects they have no interest in, the motivation is lost, they feel no pull towards the subject, and the thirst for knowledge doesn’t exist. Why? Because it simply isn't an interest for them and we are pulling them in the opposite direction to where they want to go. In fact, this could be seen as extrinsic motivation which means that the drive is only there to see a reward at the end or to avoid a punishment as opposed to fulfilling their desires.

If we can get every student in the country to engage in an activity because it is rewarding for them, we would see more success and we would have a country of happy students and future employees. Of course, we can do this in the classroom by listening, encouraging, and using lessons that are completely free from grades. When there is no reward in terms of a letter from A-G, the only thing that is important for the student is enjoyment and intrinsic motivation is required for them to keep turning up to class. Unfortunately, we are only just starting to realize that we are all unique individuals that have different interests and passions in life. For many years, people have been forced to go down routes that they didn't enjoy but this is no longer the case.

Now, we have students that have found their voice, course, passion, and interest. However, this implies that they are alone on their journey through life which is why we have the final step of teaching synergy.
  • Developing & Discovering your Real Friends
Positive Interdependence (Developing Real Friends: Companions/Colleagues) - When we use the word ‘synergy’, it means that the sum of the smaller parts will never be as great as the whole. If we break this down, it means that we can't get to the top of any challenge alone. We may contribute in a large or small way to school success but the real goal is share the journey and strengthen  yourself and others. However, this contribution becomes magnified if we all work together with others on an unselfish goal. Within synergy itself, there are various different factors that become important such as valuing differences, respecting them, building on strengths, and compensating for weaknesses. Ultimately, synergy is utilized through the process of creative cooperation.

‘Synergistic communication’ is a term that is often used within discussions such as these and it requires the mind and heart to open up to new possibilities. When a group of individuals come together, it takes time to transform these individuals into a team - one unit. However, when the group does bond, it often leads to a close-knit community where the respect that each member has for each other generally allows issues to be overseen and understood. Whenever there is trust in a group of people, this leads to communication and cooperation. Whether the unit wins or loses, they remain together through it all and this is important in the classroom. Towards the end of the education system, you will find that teenagers, who have spent the majority of their lives growing up together, have deep respect for even those who they didn't become close friends with.

Within the classroom, achieving synergy can be tough because there is a fine line that it shares with chaos. At times, synergy can be inches away before madness ensues and it looks as though the class takes a step backwards. For there to be synergy in education, the right chemistry is needed and this needs to be complemented by the right amount of emotional maturity.

Once students know the value of being in a team, they realize that they don’t have to face the world alone and this is important moving forward. Often, groups of students remain friends long into their adulthood and this is because they gain strength from the group as well as overlooking weaknesses, understanding one another, and using them as inspiration for creative ideas. Considering we already know that these students have found their voice, because this was the first skill we saw, they can thrive in a group as opposed to being drowned out by the other voices.

For the teacher, there should be an encouragement for working together in groups and activities that require teamwork. If you walk into a classroom on the first day of the school year where the students don’t know one another, it can be awkward as nobody really wants to take the baton of conversation. As soon as you get some group tasks on the go, the class learns to trust and work together for the greater good. As we saw earlier, they will soon realize that their results will be better if they learn to work together and this can be carried forward into later life. In the office or whatever job they pursue, they will know that teamwork is often the greatest contributing factor to success and they will use this knowledge.

Summary - There we have it, the five critical skills needed for students to see success. As long as they find their voice, course, passion, interest, and companions, there is no reason why they cannot succeed. As we said a little earlier, the education system should be about preparing students for what might come in the future and these five skills are a great way to do this. Once they learn these skills, they have everything they need to be successful in life not just in their educational career.

As we so often see, teachers are essential to this because they have the ability to lay the groundwork for the skills. In their position as teachers, they have a powerful job and can ensure that these skills are learned at the right times. If a whole classroom can move forward as a group, be proactive in their approach, and find their interests and passions, that is a whole classroom of employees that will go into their desired fields and see success!
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Thursday, February 23, 2017

Developing Oracy with Daily Dialogue Practice!

Teaching Spoken Academic Language, "Oracy" by Using Question Stems/Frames, Scripts for Dialogue Practice, Socratic Seminars, and Harkness Protocols. 

Why teach, Oracy or Elegant Elocution, the Art of Highly Effective Spoken Language? Oeacy is missing or underrepresented from most or all published ELA curricula in the US, it is a critical skill that ALL at-risk students must develop to thrive in any academic environment! Oracy is the ability to express oneself EFFECTIVELY, fluently, and grammatically in academic situations. The ability to use, form, adapt, and construct rich language is an indicator of academic success. Oracy is a critical academic skill that is neglected in most academic ELA reading programs. Oracy is a key academic skill for students to engage completely with ALL school curricula.

ORACY:
Developing highly effective articulate spoken language skills makes reasoning, thinking, problem-solving, and learning visible through listening, writing, and speaking.  

Collaborative learning and cooperative problem solving 

English language and bilingual education development are accelerated. 


Socratic Seminar TEMPLATE and SAMPLES
Academic Language Scripts and Sentence Frames for Socratic Seminar

[PDF]Academic Language Scripts for Socratic Seminar - cnusd
Academic Language Scripts for Socratic Seminar. Clarifying. • Could you repeat that? • Could you give us an example of that? • I have a question about that: …

[PDF]Academic language scripts for socratic seminar
The Write Path English Language Arts: Exploring Texts with Strategic Reading. sTuDEnT hAnDOuT (1 of 2). Academic language scripts for socratic seminar.

[PDF]Academic Language Scripts for Socratic Seminar
Academic Language Scripts for Socratic Seminar. Clarifying. 0 Could you give us an example of that? II Ihave a question about that: ...? 0 Could you please ...

[PDF]Socratic Seminar - Teach Arts
“The goal of the Socratic seminar in elementary and secondary schools is not to arrive at a ... and prepare prior to the seminar. Socratic seminars always include a text. Sample readings might .... “Academic Language Scripts”). 4. Build on what ...

[PDF]Seminar Process Script - National Paideia Center
A Paideia Seminar is a collaborative, intellectual dialogue about a text, ... The main purpose of seminaris to arrive at a fuller understanding of the ideas and.

[PDF]Observation Form Socratic Seminar
Socratic Seminar Questions. Directions: ... share why the content of the text is important during theSocratic Seminar. ... Use of Academic Language Scripts …

[PDF]Socratic Seminar
Rules of Engagement for Socratic Seminar. • 4.10d: Academic Language Scripts for Socratic Seminar. • Teacher Resources: • 4.10e: The Elements of ...

[PDF]SOCRATIC SEMINAR GUIDELINES
efore the Socratic Seminar. Read and prepare your text before the seminar using the critical reading process. 1. Make sure ... “Academic Language Scripts”).

[PDF]elements of socratic seminars - gcisd
A Socratic Seminar fosters ach've learning as participants explore and evaluate the ideas, issues, and values in a particuiar .... “Academic Language Scripts”).
Oracy in the Classroom: Strategies for Effective Talk | Edutopia
Teaching oracy means putting more intention behind how you guide and organize your students' talk. When they gather for group work or ...

Oracy: The Literacy of the Spoken Word | Edutopia
Teaching oracy is instrumental to better reading and, in particular, writing. In developmental terms, humans acquire oral language first -- a ...

Developing oracy skills | Class Teaching
 Some simple strategies that can be tried out to develop oracy skills: ... number of oracybased teaching ideas – developing dialogue toolkit.

Why teach oracy? | University of Cambridge
 Through our own research and that of others, we know there are some very effective ways ofteaching oracy skills, which are already used by ...

Oracy Assessment Toolkit : Faculty of Education
In recent years, there has been a growing recognition of the need to help young people develop their abilities to use spoken language effectively. Employers ...

Explainer: what is oracy and why should every child be taught it?
Through the work of School 21's teachers, our own research and that of others, we know there are some very effective ways of teaching oracy.

Developing oracy - Learning Wales
Developing oracy. Activity 3.6. In reading and writing, the learner's skills are influenced more by the teacher's skills as a teacher of reading and writing than by ...

Teaching Oracy: Using video to develop speaking skills in the classroom
This article looks at why teaching oracy is so important and examines how video can be used to develop speaking skills to great effect.

Oracy in English Teaching - jstor
Oracy in English Teaching. 1. The word "oracy" was coined in 1965 in connection with the work of a research team on speech in the Birmingham Uni-.

Developing Oracy - Developing literacy In ESL Learners
Learners who are subjected to multiple exposures of both teacher-centered and ... Literacy domino effect – Oracy develops listening, reading and writing skills

 Oracy Formal Classroom Communication! 

Polite Formal Greetings

Student Greeting: “Good Morning, Sir/Ma’am/”Professor” or “Good afternoon, Sir/Ma’am.”

Teacher Greeting: “Good Morning, Young Scholars, Good Day Erudite Ladies and Gentleman” or “Good afternoon, Young Scholars, or Good Day Erudite Ladies and Gentleman.”

Student-to-Student Greetings: “Greetings scholar Vanessa, may I share an Idea with you.”

Student-to-Student Greetings: “Greetings scholar Vanessa, may I ask you a question, Take a moment of your time, Could you give me a few minutes of your time?” 

“Greetings scholar Vanessa, It’s a pleasure to meet you.”

“Greetings scholar Vanessa, I am pleased to meet you.”

Polite Formal Academic Requests

Student Request: “Greetings Sir”/”Ma’am”/”Professor”/”Mr. Taylor, your Erudite Scholar Vanessa, request your time and assistance on an academic challenge ”

Teacher Reply to Request: “Greetings scholar Vanessa, how may I offer assistance on your academic challenge ”

Student response when complete: “Thank you, Sir”/”Ma’am”/”Mr. Taylor for your time and assistance.”

Teacher response: “You are very welcome Vanessa, you are indeed a curious scholar!” 

“Scholar Vanessa, would you mind collecting the…., please?”

“Scholar Vanessa, would you mind coming in twenty minutes early tomorrow, before the class starts?

“Scholar Vanessa, I would be grateful if you could share more information about the …”

“Scholar Vanessa, we would be most grateful if you could ….”

“Dear Scholars, We need someone to go to the …”


Polite Formal Academic Dialogue

Teacher responses concerning student work: “Vanessa, to be sincere, this needs some improvements, your are brilliant when you devote yourself, and do your best.”

“Are you quite satisfied that this is your absolute best effort? I have concerns that this is rushed or not a comprehensive attempt!”

“I’m not very fond of rushed work and I know your are very capable of creating exceptional work.”

“I’d prefer if you try this problem again and show me all your thinking by trying to clarify why with to math models.”

“I’d prefer you use….”

“Does this work meet your high standards or expectations?”

Everyday Polite Request

Teacher: Scholar Vanessa, Would you ask …. whether he/she has the …, please?

Student: “Excuse me Sir”/”Ma’am”/”Mr. Taylor, can you remind me when it is one o’clock so I do not miss…?

Student Lavatory Request: “Excuse me Sir”/”Ma’am”/”Mr. Taylor May I please go to the lavatory?”

Teacher: “Yes, you certainly may”

Student “Excuse me Sir”/”Ma’am”/”Mr. Taylor May I please get a drink of water?”

Teacher: “Yes, you indeed may”

Student “Excuse me Sir”/”Ma’am”/”Mr. Taylor May I please…. ?”

Teacher: “Yes, unquestionably you may”

Student “Excuse me Sir”/”Ma’am”/”Mr. Taylor May I please take a mental break

Teacher: Yes, Pleases allow yourself to take a break from your concerns ... !Academic Oracy Dialogue Practice!

Polite Formal Greetings

Student Greeting: “Good Morning, Sir/Ma’am/”Professor” or “Good afternoon, Sir/Ma’am.”

Teacher Greeting: “Good Morning, Erudite Ladies and Gentleman” or “Good afternoon, Erudite Ladies and Gentleman.”

Student-to-Student Greetings: “Greetings scholar Vanessa, May I share an Idea with you.”

Student-to-Student Greetings: “Greetings scholar Vanessa, May I ask you a question, Take a moment of your time, Could you give me a few minutes of your time?”
“Greetings scholar Vanessa, It’s a pleasure to meet you.”

“Greetings scholar Vanessa, I am pleased to meet you.”


Polite Formal Academic Requests

Student Request: “Greetings Sir”/”Ma’am”/”Professor”/”Mr. Taylor, your Erudite Scholar Vanessa, request your time and assistance on an academic challenge ”

Teacher Reply to Request: “Greetings scholar Vanessa, how may I offer assistance on your academic challenge ”

Student response when complete: “Thank you, Sir”/”Ma’am”/”Mr. Taylor for your time and assistance.”

Teacher response: “You are very welcome curious scholar Vanessa!”

“Scholar Vanessa, would you mind collecting the…., please?”

“Scholar Vanessa, would you mind coming in twenty minutes early tomorrow, before the class starts?

“Scholar Vanessa, I would be grateful if you could share more information about the …”

“Scholar Vanessa, we would be most grateful if you could ….”

“Dear Scholars, We need someone to go to the …”

Polite Formal Academic Dialogue

Teacher responses concerning student work: “Vanessa, to be sincere, this needs some improvements, you're are brilliant when you devote yourself, and do your best.”

“Are you quite satisfied that this is your absolute best effort? I have concerns that this is rushed or not a comprehensive attempt!”

“I’m not very fond of rushed work and I know you're are very capable of creating exceptional work.”

“I’d prefer if you try this problem again and show me all your thinking by trying to clarify why with to math models.”

“I’d prefer you use….”

“Does this work meet your high standards or expectations?”

Everyday Polite Request

Teacher: Scholar Vanessa, Would you ask …. whether he/she has the …, please?

Student: “Excuse me Sir”/”Ma’am”/”Mr. Taylor, can you remind me when it is one o’clock so I do not miss…?

Student Lavatory Request: “Excuse me Sir”/”Ma’am”/”Mr. Taylor May I please go to the lavatory?”

Teacher: “Yes, you certainly may”

Student “Excuse me Sir”/”Ma’am”/”Mr. Taylor May I please get a drink of water?”

Teacher: “Yes, you indeed may”

Student “Excuse me Sir”/”Ma’am”/”Mr. Taylor May I please…. ?”

Teacher: “Yes, unquestionably you may”

Student “Excuse me Sir”/”Ma’am”/”Mr. Taylor May I please take a mental break

Teacher: Yes, Pleases allow yourself to take a break from your concerns ... !
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