Les 100 jours (ESSAI ET DOC) (French Edition)

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Criterion-referenced - a test for which interpretation of scores is made in relation to a specified performance level, as distinguished from interpretations that compare the test taker's score to the performance of other people i. Developmental test - an age-related norm-referenced assessment of skills and behaviours that children have acquired compared to children of the same chronological age.

Sometimes such tests are inaccurately called developmental screening tests. Diagnostic assessment - identification of a child who has special needs, usually conducted by a multidisciplinary team of professionals, used to identify a child's specific areas of strength and weakness, determine the nature of the problems, and suggest the cause of the problems and possible remediation strategies. Intelligence test - a series of tasks yielding a score indicative of cognitive functioning. Standardized by finding the average performance of individuals who by independent criteria i.

Norms - Statistics or data that summarize the test performance of specified groups such as test takers of various ages or grades. Norm-referenced - A test for which interpretation of scores is based on comparing the test taker's performance to the performance of other people in a specified group.

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Readiness test - assessment of child's level of preparedness for a specific academic or pre-academic program. See also achievement test and developmental test. Reliability - the degree to which test scores are consistent, dependable, or repeatable, that is, the degree to which test scores can be attributed to actual differences in test takers' performance rather than to errors of measurement.

Screening test also called developmental screening test -a test used to identify children who may be in need of special services, as a first step in identifying children in need of further diagnosis, focuses on the child's ability to acquire skills. Standardized test - an instrument composed of empirically selected items that has definite instructions for use, adequately determined norms and data on reliability and validity.

Testing - the administration, scoring and interpretation of scores of a standardized test. Utility - the relative value or usefulness of an outcome as compared to other possible outcomes. Validity - the degree to which a test measures what it purports to measure, the degree to which a certain inference from a test is appropriate or meaningful. Content validity - evidence that shows the extend to which the content of the test is appropriately related to its intended purpose. For achievement tests, contact refers to the content of the curriculum, the actual instruction, or the objectives of the instruction.

Criterion - related validity-evidence that demonstrates that test scores are systematically related to one or more outcome criteria. Predictive validity - evidence of criterion-related validity in which scores on the criterion are observed at a later date: Standardized tests used in early childhood programs must have content validity, that is, they must accurately measure the content of the curriculum presented to children.

If no existing test matches the curriculum, it is better not to use a standardized test or to develop an instrument to measure the program's objectives rather than to change an appropriate program to fit a pre-existing test. Too often the content of a standardized test unduly influences the content of the curriculum. If a test is used, the curriculum should determine its selection, the test should not dictate the content of the curriculum. Another difficulty related to content validity in measures of young children is that many critically important content areas in early childhood programs such as developing self-esteem, social competence, creativity, or dispositions toward learning Katz.

As a result, tests for young children often address the more easily measured, but no more important, aspects of development and learning. Young children are not good test takers. The younger the child the more inappropriate paper-and-pencil, large group test administrations become. Standards for the administration of tests require that reasonable comfort be provided to the test taker AERA.

Such a standard must be broadly interpreted when applied to young children. Too often, standardized tests are administered to children in large groups, in unfamiliar environments, by strange people, perhaps during the first few days at a new school or under other stressful conditions. During such test administrations, children are asked to perform unfamiliar tasks, for no reason that they can understand.

For test results to be valid, test are best administered to children individually in familiar, comfortable circumstances by adults whom the child has come to know and trust and who are also qualified to administer the tests. Test developers frequently ignore two important sources of variety in human experiences-cultural variations and variations in the quality of educational experiences provided for different children.

It is easier to mass produce tests if one assumes that cultural differences are minimal or meaningless or if one assumes that test subjects are exposed to personal and educational opportunities of equally high quality. These assumptions permit attributing all variances or differences in test scores to differences in individual children's capacities. However, these assumptions are false. Early childhood educators recognize that children's skills, abilities, and aptitudes are most apparent when they can be demonstrated in familiar cultural contexts.

Because standardized tests must use particular cultural material, they may be inappropriate for assessing the skills, abilities, or aptitudes of children whose primary cultures differ from the mainstream. Language is the special feature of culture that creates the greatest problem for test developers. There are many language varieties in the United States, some of which are not apparent to the casual observer or test developer.

Although having a common language is definitely desirable, useful, and a major goal of education, testing must be based on reality. If testing is to be done, children should be tested in their native language. NAEYC's position on standardized testing in early childhood programs restricts the use of tests to situations in which testing provides information that will clearly contribute to improved outcomes for children. Standardized tests have an important role to play in ensuring that children's achievement or special needs are objectively and accurately assessed and that appropriate instructional services are planned and implemented for individual children.

However, standardized tests are only one of multiple sources of assessment information that should be used when decisions are made about what is best for young children. Tests may become a burden on the educational system requiring considerable effort and expense to administer and yielding manger benefits. Rather than to use tests of doubtful validity, it is better not to test, because false labels that come from test may cause educators or parents to alter inappropriately their treatment of children.

The potential for misdiagnosing or mislabelling is particularly great with young children where there is wide variation in what may be considered normal behaviour. Administrators of early childhood programs who consider the use of standardized tests must ask themselves: How will children benefit from testing? Why is testing to be done? Does an appropriate test exist? What other sources of information can be used to make decisions about how best to provide services for an individual child? In answering such questions, administrators should apply the foregoing guidelines.

The burden of proof for the validity and reliability of tests is on the test developers and the advocates for their use. The burden of proof for the utility of tests is on administrators or teachers of early childhood programs who make decisions about the use of tests in individual classrooms. Similarly, the burden of responsibility for choosing, administering, scoring and interpreting a score from a standardized test rests with the early childhood professional and thus demands that professionals be both skilled and responsible.

Ensuring that tests meet scientific standards, reflect the most current scientific knowledge, and are used appropriately required constant vigilance on the part of educators. American Educational Research Association. Developmentally appropriate practice in early childhood programs serving children from birth through age 8 exp.

The legacy of Malthus: The social cost of scientific racism. What can be measured? Handbook for measurement and evaluation in early childhood education. A look at some important factors for assessing readiness for school. A viable alternative for the at-risk child? Psychology in the Schools, The strengths and weaknesses of cognitive tests of young children.

Leading primary education toward excellence: Beyond worksheets and drill. Young children reinvent arithmetic. Teachers College Press, Columbia University. Dispositions in early childhood education. A place called Kindergarten. Child development research and social policy. University of Chicago Press. Testing four- and five-year-olds. Educational Leadership , 44, Uses and abuses of developmental screening and school readiness testing. Young Children, 42 2. National Centre for Fair and Open Testing. North Carolina legislature drops exams for 1st, 2nd graders. Psychological and educational assessment of minority children.

Synthesis of research on school readiness and Kindergarten retention. Effects of Kindergarten retention at the end of first grade. Escalating academic demand in Kindergarten: What doesn't work Explaining policies of retention in the early grades. Teale, W, Hiebert, E. Assessing young children's literacy development. The Reading Teacher, 40, Time for a change. Prime Areas Volume This NAEYC National Association for the Education of Young Children position statement on developmentally appropriate practice in the primary grades supports a classroom environment that fosters physical, social, emotional, and intellectual and literacy program that supports whole language.

Curriculum is narrowly focused on the intellectual domain with intellectual development narrowly defined as acquisition of discrete, technical academic skills, without recognition that all area of children's development are interrelated. Each child is viewed a unique person with an individual pattern and timing of growth. Curriculum and instruction are responsive to individual difference in ability and interests. Different levels of ability, development, and learning styles are expected, accepted and used to design curriculum.

Children are allowed to move at their own pace in acquiring important skills including those of writing, reading spelling, math, social studies, science, art, music, health, and physical activity. For example, it is accepted that not every child will learn how to read at age six, most will learn to read by seven; and some will need intensive exposure to appropriate literacy experiences to learn to read by age eight or nine. The curriculum is integrated so that children's learning in all traditional subject areas occurs primarily through projects and learning centres that teachers plan and that reflect children's interest and suggestions.

Teachers guide children's involvement in projects and enrich the learning experience by extending children's ideas, responding to their questions, engaging them in conversation, and challenging their thinking. Teachers use much of their planning time to prepare the environment so children can learn through active involvement with each other, with adults and older children serving as informal tutors, and with materials.

Many learning centres are available for children to choose from. Many centres include opportunities for writing and reading. For example, a tempting library area for browsing through books, reading silently, or sharing a book with a friend; a listening station; and places to practice writing stories and to play math or language games.

Teachers encourage children to evaluate their own work and to determine where improvement is needed and assist children in figuring out for themselves how to improve their work. Some work is corrected in small groups where children take turns giving feedback to one another and correcting their own papers. Errors are viewed as a natural and necessary part of learning. Teachers analyze children's errors and use the information obtained to plan curriculum and instruction. Individual children or small groups are expected to work and play cooperatively or alone in learning centres and on projects that they usually select themselves or are guided to by the teacher.

Activity centres are changed frequently so children have new things to do. Teachers and children together select and develop projects. Frequent outings and visits from resource people are planned. Peer tutoring as well as learning from others through conversation while at work or play occurs daily. Learning material and activities are concrete, real, and relevant to children's lives.

Objects children can manipulate and experiment with such as blocks, cards, games, woodworking tools, arts and crafts materials including paint and clay, and scientific equipment are readily accessible. Tables are used for children to work alone or in small groups. A variety of work places and spaces is provide and flexibly used. The goals of the language and literacy program are for children to expand their ability to communicate orally and through reading and writing, and to enjoy these activities.

Technical skills or subskills are taught as needed to accomplish the larger goals, not as the goal itself. Teachers provide generous amounts of time and a variety of interesting activities for children to develop language, writing, spelling, and reading ability, such as: Some children read aloud daily to the teacher, another child, or a small group of children, while others do so weekly.

Subskills such as learning letters, phonics, and word recognition are taught as needed to individual children and small groups through enjoyable games and activities. Teachers use the teacher's edition of the basal reader series as a guide to plan projects and hands-on activities relevant to what is read and to structure learning situations.

Teachers accept children's invented spelling with minimal reliance on teacher-prescribed spelling lists. Teachers also teach literacy as the need arises when working on science, social studies, and other content areas. The goal of the math program is to enable children to use math through exploration, discovery, and solving meaningful problems. Math activities are integrated with other relevant projects, such as science and social studies. Math skills are acquired through spontaneous play, projects and situations of daily living. Teachers use the teacher's edition of the math textbook as a guide to structure learning situations and to stimulate ideas about interesting math projects.

Many math manipulatives are provided and used. Interesting board and card, paper-and-pencil, and other kinds of games are used daily. Noncompetitive, impromptu oral "math stumper" and number games are played for practice. Social studies themes are identified as the focus of work for extended periods of time.

Social studies concepts are learned through a variety of projects and playful activities involving independent research in library books; excursions and interviewing visitors; discussions; the relevant use of language, writing, spelling invented and teacher-taught , and reading skills; and opportunities to develop social skills such as planning, sharing, taking turns, and working in committees.

The classroom is treated as a laboratory of social relations where children explore values and learn rules of social living and respect for individual differences through experience. Relevant art, music, dance, drama, woodworking, and games are incorporated in social studies. Discovery science is major part of the curriculum, building on children's natural interest in the world.

Science projects are experimental and exploratory and encourage active involvement of every child. The science program takes advantage of natural phenomena such as the outdoors, and the classroom includes many plants and pets for which children provide care daily. Art, music, movement, woodworking, drama, and dance and opportunities for other physical activity are integrated throughout each day as relevant to the curriculum and as needed for children to express themselves aesthetically and physically and to express ideas and feelings. Specialist work with classroom teachers and children.

Children explore and experiment with various art media and forms of music. Outdoor time is limited because it is viewed as interfering with instructional time or, if provided, is viewed as recess a way for children to use up excess energy. Teachers lecture about the importance of appropriate social behaviour and use punishment or deprivations such as no recess when children who become restless and bored with seatwork whisper, talk, or wander around or when children dawdle and do not finish their work in the allotted time.

Teachers do not have time for private conversations with children and only the most able students finish their work in time for special interests or interaction with other children. Little time is available for children to practice social skills in the classroom because they are seated and doing silent, individual work or are involved in teacher-directed groups. The only opportunities for social interaction occur on the playground, but the teacher is not present unless it is her playground duty day; therefore, children don't have a consistent, familiar adult to help them with problems.

Teachers promote the development of children's consciences and self control through positive guidance techniques including: Teachers maintain their perspective about misbehaviour, recognizing that every infraction does not warrant attention and identify those that can be used as learning opportunities. Teachers limit or contain over-exposure to stimulation such as exciting, frightening, or disturbing real or fantasy events including holidays, television programs or films, overwhelming museum exhibits, and depictions of disasters.

When such events occur, teachers help children deal with excitement or fear and express feelings. Teachers know that although school children can discriminate between fantasy and reality, their capacity for absorbing stimulation is limited. Teachers recognize signs of over- stimulation such as when children become silly, overly excited, and carried away in chasing or wrestling; when children try to unduly scare others by relating dramatic accounts of events or experiences; when children are unable to calm down and focus on the activity at hand; or when they become preoccupied with a frightening event.

Teachers' strategy is to prevent these behaviours rather than punishing them and to provide an alternative calming activity. Teachers build on children's internal motivation to make sense of the world and acquire competence. The teacher's role is to work with the child in a supportive way toward shared goals, such as reading, writing, learning about the world, exploring science and math, and mastering the rules and skills of sports.

Teachers guide individual children to see alternatives, improvements, and solutions. Through the relationship with the teachers, the child models her or his enthusiasm for learning, identifies with the teacher's attitudes toward conscientious work, and gains in self-motivation. Teachers point out how good it feels to overcome a hurdle, to try hard to achieve success, and to live up to one's own standards of achievement.

The reward for completing a task is an opportunity to try something even more self-challenging, for example "Now that you've finished this book, you can choose another book you want to read. Teachers view parents as partners in the educational process. Teachers have time for periodic conferences with each child's parents. Parents' visits to school are welcomed at all times, and home visits by teachers are encouraged.

Teachers listen to parents, seek to understand their goals for their children, and are respectful of cultural and family differences. Schedules are so tight that parents are seen as one more frustration to teachers who need to cover the curriculum. A policy exists for parent participation, but it receives little time or effort. Teachers make formal contacts with parents through report cards and one yearly conference. No letter or numerical grades are given during the primary years. Grades are considered inadequate reflections of children's ongoing learning.

Each child's progress is assessed primarily through observation and recording at regular intervals. Results are used to improve and individualize instruction. No letter or number grades are given. Children are helped to understand and correct their errors. Children's progress is reported to parents in the form of narrative comments following an outline of topics.

A child's progress is reported in comparison to his or her own previous performance, and parents are given general information about how the child compares to standardized national averages. Children are not "promoted" nor do they "fail. Retention is avoided because of its serious impact on children's self-esteem and the fact that the practice of retaining children in a grade for another year disproportionately affects male, minority, very young, and low-income children. The program is designed to serve the needs of the children; the children are not expected to change to fit the program.

Size of classroom groups and ratio of adults to children is carefully regulated to allow active involvement of children and time for teachers to plan and prepare group projects that integrate learning and skills in many subject areas and relate to children's interests; to plan for and work with individual children having special needs or interests; to plan and work with parents; and to co-ordinate with other teachers, teams of specialists, and administrators involved in each child's school experience.

Groups of five-, six-, seven-, and eight- year-olds are no larger than 25 with two adults, one of whom may be a paraprofessional, or no larger than 15 to 18 with one teacher. Classroom groups vary in size and composition depending on children's needs. Some groups consist mostly of five- and six-year-olds or six-, and seven-, and eight-year olds or are composed mainly of same-age children.

Children are placed where it is expected that they will do their best, which may be in a family grouping and which is more likely to be determined by developmental then by chronological age.

Persistent difficulties of individual children are handled in small groups with more intensive help, and the composition of these groups is flexible and temporary. Five- through eight-year-old children are assigned a primary teacher and remain in relatively small groups of 15 to 25 because so much of their learning and development is integrated and cannot be divided into specialized subjects to be taught by special teachers.

Specialists assist the primary adult with special projects, questions, and materials. Special needs children are nominally assigned to a regular class, but almost all their instruction occurs with special teachers elsewhere in the building. These children have only a vague sense of what is happening in their regular classroom, and the classroom teachers spend little time with them because she assumes they are getting intensive treatment from the special education teacher.

Special needs children may be seated together in a designated area of their regular classroom.

Teachers are qualified to work with five- through eight-year-olds through Early Childhood Education degree programs or Elementary Education degree programs with a specialty in Early Childhood Education that includes supervised field experience with this age group and required course work in child development and how children learn, in integrated curriculum and instructional strategies, and in communication with families. Ongoing professional development opportunities are provided for primary grade teachers to ensure developmentally appropriate curriculum and instruction and to help teachers become more competent, confident, and creative.

The before- or after-school program is staffed by unqualified persons with little or no training in child development or recreation. The before or after-school program is operated as an extension of the structured school day with children expected to do homework occupy themselves with paper-and-pencil activities, or the program is considered babysitting and children are warehoused in large groups with few available materials. Article, Principal, Volume 69, No. National Association of Elementary School Principals.

It's easier to say that a child is not ready for school than that the school is not ready for the child. The phone in the office rings. It's another prospective Kindergarten parent who wants an appointment to see me. Her daughter will be one of the youngest if she is enrolled, and the mother has heard that young children should be kept out of Kindergarten for a year.

As I get ready to see her, I think of all the other parents who have come to see me with the same question over the past few years. In suburban communities like ours, where many parents can afford an extra year of nursery school, this has become the new hot topic. It even has a name - redshirting - from the college practice of keeping freshman athletes out of games to allow them an extra year of eligibility later, when they are bigger and more mature.

For many years, Kindergarten - literally the "children's garden" - functioned as a place for children to get ready for the academic program to follow. They learned how to work in groups, follow directions, and recognize letters and numbers. But as more and more children entered Kindergarten with nursery school experience some with two or more years plus exposure to letter and number concepts from years of watching "Sesame Street," parents and educators began to feel that Kindergarten should be more rigorous.

When standardized tests showed that American children were not doing as well as some children from other countries, the pressure for earlier teaching of basic skills increased. The concept of Kindergarten began to change. The dark side of this change was soon felt in schools.

Some children were not ready for the more academic program and did poorly in Kindergarten. Frequently, these children were the youngest in the class. When you are five, a few months is a big percentage of your life! When schools began to suggest that these children repeat their Kindergarten year, some parents beat them to the punch by holding out their young children.

Districts tried to solve the problem by moving up the Kindergarten entry age, only to create a new - if slightly older - crop of younger children. As the pressure to provide an academic Kindergarten program grew even more intense, the problem soon reappeared and parents again began holding out their young children.

A few districts have adopted a transitional classroom model for children who aren't ready to enter first grade. Transitional classrooms are a form of retention and add a year to a child's schooling experience. Furthermore, the reliability of the readiness tests that are frequently used to assign children to transitional classrooms is the subject of considerable discussion Bredekamp and Shepard, ; Meisels, I believe that the willingness of some districts to rely on such tests gives them an easy way out.

To say that a child isn't ready for school - rather than that the school isn't ready for the child - allows administrators to remove from the mainstream children who are at varying developmental levels. It is simpler to say that the child is the problem than to examine our classroom practices. It is the responsibility of the educational system to adapt to the developmental needs and levels of the children it serves; children should not be asked to adapt to an inappropriate system.

In our district, we have held extensive discussions about appropriate expectations for young children. We have looked at our retention rates and reviewed the research on the effects of retention Charlesworth, ; Smith and Shepard, ; Bucko, The research indicated that children who repeat a grade are worse off than comparable children who are promoted, and the negative effect on achievement was even greater than the negative effect on emotional and social adjustment. The long-term consequences of adding a year to a child's schooling increased the probability of the child's dropping out in high school.

I studied the relationship of age and placement in reading groups at our school and discovered that the data closely paralleled the national research. I found that age had no bearing on a child's placement in reading groups after the third grade, and that the young Kindergarten children who were considered developmentally less ready caught up to their peers during the second and third grades. I also found that the children who had been held out for a year by their parents were not as advanced in reading as their same-age peers in the grade above.

The key to successful Kindergarten program, one that meets the needs of all children, are the words "developmentally appropriate. Is this activity suitable for a child of this age? Is the activity right for this individual child? The average age span in most Kindergartens is a year and two months. In our state the cut-off date is January 1, which means that we have Kindergarten children whose ages range from four years and nine months to over six years.

Obviously, a four-year-old's behavior and actions will be quite different from a six-year-old's. Since the beginning of our full-day Kindergarten program more than seven years ago, the Kindergarten teachers and I have met regularly to discuss the individual differences and varied needs of children. We find some children who come to school already reading, some who know letter sounds, and others not yet ready to be exposed to formal reading instruction.

Our teachers carefully plan activities for the group of children that we call "developmentally less ready," those who come to school with the least readiness and skills. Frequently these are children whose home environments lack intellectual stimulation Charlesworth We are careful to ask of these children to do what is appropriate for their maturity and interest levels, providing them with concrete opportunities to learn.

The children who come to us more ready for formal schoolwork are also given an appropriate program. We try hard not to "penalize" any group of children for what they know, or do not know, as they enter Kindergarten. Our developmental groups are fluid and children can move easily from one to another as their level of maturity changes.

When a school system makes the philosophical decision to provide a Kindergarten program that meets the needs of all the children who enter, it had better begin talking to teachers in the primary grades. For the wide developmental range found in Kindergarten continues in the first grade, where some entering children will still be in the readiness stages while others will already be reading, doing simple math, and writing.

Accepting this range in the first grade is just as important as accepting it in Kindergarten. Sometimes our first-grade teachers feel the pressure of curriculum demands, and express the belief that children who don't measure up shouldn't be there. If a district has adopted standardized testing for young children, this pressure becomes greater because children who are not ready will do poorly on the test. Indeed, some children will leave first grade still labeled "below grade level" and not catch up until the end of second grade or the beginning of third grade.

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Teachers in the primary grades need to be reassured that this range is normal, and that developmentally less ready children are not simply slow. Statistics show that these children do catch up. It is important that schools provide developmentally appropriate curriculums for children in the primary grades, and not just in Kindergarten. As principals, what do we want to see in our primary classrooms? I'm sure I speak for all of us when I say that I hope to see children actively engaged in learning, challenged to their level of development with appropriate methods and materials. I also hope to see a dialogue between the Kindergarten and other primary teachers.

Part of our role as administrators is to encourage and facilitate discussions that focus on appropriate expectations for our young children. Developmentally appropriate programs produce excellent long-term results for children, allowing them to reach their full potential while preserving their self-esteem. Looking at children over time, rather than in the context of the immediate year, shows that early readers are not necessarily the top students in the upper grades.

If children are allowed and encouraged to move upward in developmentally appropriate reading groups as they gain in maturity, the levelling-off process that occurs around third grade will produce a new crop of proficient readers. The mother concerned about her daughter entering Kindergarten arrives for her appointment and I am ready. When she tells me that her child is young and that she wants her to do well in school, I tell her that is our goal, too. I begin by asking if her child attended nursery school.

If so, I want to know what the nursery school recommends. We communicate with our local nursery schools and keep them aware of our expectations for Kindergarten children. So if a nursery school teacher, who knows the child well and also knows about our developmentally appropriate programs, recommends that the child stay out, I will generally agree. However, if the nursery school says that the child is ready for Kindergarten, then I share our philosophy for developmentally appropriate learning with the parents.

I will also share the research that I have done on school entrance age and reading. The parents usually decide to send their child to Kindergarten. Every school has to make a choice about what is right for the education of young children. I believe that a school needs to be strong in its belief about developmentally appropriate programs and the right of all children to enter school and be given the best education possible. Becoming a Nation of Readers.

The National Institute of Education. Explaining Policies of Retention in the Early Grades. Date Signature of parent.

Press Room

N'oubliez pas de vous renseigner au sujet des allergies. De la cassonade fondue fait une bonne colle. Curriculum is designed to develop children's knowledge and skills in all developmental areas physical, social, emotional, and intellectual and to help children learn how to learn to establish a foundation for lifelong learning. Curriculum and instruction are designed to develop children's self-esteem, sense of competence, and positive feelings toward learning.

Children's worth is measured by how well they conform to group expectations, such as their ability to read at grade level and their performance on standardized tests. Curriculum is divided into separate subjects and time is carefully allotted for each with primary emphasis given each day to reading and secondary emphasis to math. Other subjects such as social studies, science, and health and are covered if time permits. Art, music, and physical education are taught only once a week and only by teachers who are specialists in those areas. The curriculum is integrated so that learning occurs primarily through projects, learning centres, and playful activities that reflect current interests of children.

Skills are taught as needed to accomplish projects. Instructional strategies revolve around teacher-directed reading groups that take up most of every morning, lecturing to the whole group, total class discussion, and paper-and-pencil practice exercise or worksheets to be completed silently by children working individually at desks.

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Projects, learning centres, play, and outdoor time are seen as embellishments and are only offered if time permits or as reward for good behaviour. Teachers use most of their planning to prepare and correct worksheets and other seatwork. Little time is available to prepare enriching activities, such as those recommended in the teacher's edition of each textbook series.

A few interest areas are available for children who finish their seatwork early, or children are assigned to a learning centre to complete a prescribed sequence of teacher directed activities within a controlled time period. During most work times, children are expected to work silently and alone on worksheets or other seatwork. Children rarely are permitted to help each other at work time. Penalties for talking are imposed. Available materials are limited primarily to books, workbooks, and pencils. Children as assigned permanent desks, and desks are rarely moved.

Children work in a large group most of the time, and no one can participate in a playful activity until all work is finished. The goal of the reading program is for each child to pass the standardized tests given throughout the year at or near grade level. Reading is taught as the acquisition of skills and subskills. Teachers teach reading only as a discrete subject. When teaching other subjects, they do not feel they are teaching reading. A sign of excellent teaching is considered to be silence in the classroom and so conversation is allowed infrequently during select times.

Language, writing, and spelling instruction are focused on workbooks. Writing is taught as grammar and penmanship. The focus of the reading program is the basal reader, used only in reading groups, and accompanying workbooks and worksheets. The teacher's role is to prepare and implement the reading lesson in the teacher's guidebook for each group each day and to see that other children have enough seatwork to keep them busy throughout the reading group time.

Phonics instruction stresses learning rules rather than developing understanding of systematic relationships between letters and sounds. Children are required to complete worksheets or to complete the basal reader although they are capable of reading at a higher level. Everyone knows which children are in the slowest reading group.

Children's writing efforts are rejected if correct spelling and standard English are not used. Math is taught as a separate subject at a scheduled time each day. A math textbook with accompanying workbooks, practice sheets, and board work is the focus of the math program. Teachers move sequentially through the lessons as outlined in the teacher's edition of the text.

Seldom is time available for recommended "hands-on" activities. Only children who finish their math seatwork are permitted to use the few math manipulatives and games in the classroom. Timed tests on number facts are given and graded daily. Competition between children or groups of children boys vs girls, Row 1 vs. Row 2 is used to motivate children to learn math facts.

Social studies instruction is included occasionally after the reading and math programs are completed. Social studies projects, usually related to holidays, consist of completing brief activities from the social studies textbook or reading a commercially developed weekly newspaper and doing the accompanying seatwork. Science is taught mainly from a single textbook or not at all. Children complete related worksheets on science topics. Science consists of memorizing facts or watching teacher-demonstrated experiments. Field trips occur rarely or not at all. A science area may have a few plants, seashells, or pine cones that have been there many months and are essentially ignored by the children.

Health is taught with the aid of posters and a textbook. A health lesson is scheduled once a week, or a unit on health is completed once a year. Art, music and physical education are taught as separate subjects only once a week. Specialists do not coordinate closely with classroom teachers. Representational art, evaluated for approximations to reality is emphasized. Children are expected to follow specific directions resulting in identical projects.

Crafts substitute for artistic expression. Cross cultural and nonsexist activities and materials are provided to enhance individual children's self-esteem and to enrich the lives of all children with respectful acceptance and appreciation of differences and similarities. Cultural and other individual differences are ignored.

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Children are expected to adapt to the dominant culture. The lack of a cross cultural component in the curriculum is justified by the homogeneity of the group ignoring the fact that we live in a diverse society. Outdoor activity is planned daily so children can develop large muscle skills, learn about outdoor environments, and express themselves freely.

Teachers promote prosocial behaviour, perseverance, industry, and independence by proving many stimulating, motivating activities; encouraging individual choices; allowing as much time as needed for children to complete work; and ensuring moments of private time alone with the teacher or with a close friend. Children have many opportunities daily to develop social skills such as helping, co-operating, negotiating, and talking with the person involved to solve interpersonal problems.

Teachers facilitate the development of social skills at all times, as part of the curriculum. Teachers place themselves in an adversarial role with children, emphasizing their power to reward acceptable behaviour and punish unacceptable behaviour. Their primary goal is maintaining control of the classroom. Teachers spend considerable time enforcing rules, giving external rewards for good behaviour, and punishing infractions.

When social conflicts arise, the teacher intervenes, separating and quieting participants, avoiding the social issue. Whether or not the teacher intends, her attitude often feels demeaning to the child. Teachers are not sensitive to signs of overstimulation in children and treat such demonstrations as misbehaviour that must be punished, or teachers escalate the situation by encouraging children to release pent-up energy in uncontrolled activity.

Teachers attempt to motivate children through the use of external rewards and punishments. The teacher's role is to correct errors and make sure the child knows the right answer in all subject areas. Teachers reward children for correct answers with stickers or privileges, praise them in front of the group, and hold them up as examples. The child, sensing that the teacher is struggling to keep her composure and get through the day, identifies with this attitude and emulates it.

Teachers are not given time for work with parents, although many exceptional teachers do it on their own time. And the analytical skills you need to secure your future. That means you'll be using the most up-to-date statistical and quantitative methods. And did we mention it's free? You can download and install the software yourself. There's no need to go through convoluted channels for software distribution. And a web-based development interface makes writing and submitting code easy no, really!

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What's more, a Monster. Check out our free SAS video tutorials designed for professors and students. Free SAS software to use in statistics and quantitative methods classes in a variety of areas: For academic, noncommercial use only. Statistical software that students can either download or launch in the cloud via Amazon Web Services. It's easy-to-get and easy-to-use, so traditional barriers to students are a thing of the past. An online community for SAS academic users where you can interact, get support, share information, access SAS resources, etc.

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