Thursday, May 23rd

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Jayne Matthews - Education Matters

To Raise Smarter Kids, Bring Home the Books

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By the age of 12 Laura Miller had read “Pygmalion” and nearly all of George Bernard Shaw’s plays. The inspiration for the perennially popular musical “My Fair Lady” “Pygmalion” is considered a challenging read even for adults. Miller, who is now a senior editor for the online literary magazine Salon, recalls Shaw’s sophisticated writing was well beyond her understanding.

Nevertheless, she read his plays because the little set of green paperbacks happened to be around the house, left over from her father’s college days. Although she learned little about the underpinnings of the British class system, Miller credits reading the plays with 

getting her into the habit of searching for understanding in the pages of challenging books.

A recently published study supports the connection between having books in the home and a child’s increased academic achievement. The scholarly journal, “Research in Social Stratification and Mobility,” found that just having books around the house (the more, the better) is correlated with how many years of schooling a child will complete.”

Miller shares thoughts on the advantages of books in the home in her Salon post titled “Book owners have smarter kids.” In the article she declares that the books in your house matter more to your child’s academic success than your education or income. Miller writes:

 The study (authored by M.D.R. Evans, Jonathan Kelley, Joanna Sikorac and Donald J. Treimand) looked at samples from 27 nations, and according to its abstract, found that growing up in a household with 500 or more books is “as great an advantage as having university-educated rather than unschooled parents, and twice the advantage of having a professional rather than an unskilled father.”

Children with as few as 25 books in the family household completed on average two more years of schooling than children raised in homes without any books.

According to USA Today, another study, to be published later this year in the journal Reading Psychology, found that simply giving low-income children 12 books (of their own choosing) on the first day of summer vacation “may be as effective as summer school” in preventing “summer slide” — the degree to which lower-income students slip behind their more affluent peers academically every year.

Perhaps the most intriguing part of the USA Today article comes at the very end, where one Chicago schoolteacher tells the reporter that the importance of getting books into the house “seems so simple, but parents see it differently.” They’re as “excited” as their kids are when the books come in the door. It’s not that the parents are hostile or even indifferent to books. Most likely, books and reading feel like the privilege and practice of an unfamiliar world: a resource that’s out there somewhere, but not entirely accessible.

If you happen to be comfortable in bookstores or libraries— if you’ve been to them many times before and know what to expect, what you want and where to find it, or if you know whom and how to ask and feel entitled to bother the staff with your questions— it can be difficult to appreciate how intimidating these institutions of print culture can seem to someone who has little or no acquaintance with them.

Furthermore, a single parent working two minimum-wage jobs to keep food on the table may not have the time or energy to make a special trip between shifts. One of the biggest success stories in children’s book publishing, after all, is the Little Golden Books: racks of inexpensive kids’ books cleverly placed near the registers in five-and-dime stores, where the harried working-class parents of the 1940s could pick them up on impulse while running other errands.

Lastly, poor parents may feel that they just can’t afford books. Of course, you don’t have to buy a book to read it, but the act of giving someone a book of his or her own has an undeniable, totemic power.

As much as we love libraries, there is something in possessing a book that’s significantly different from borrowing it, especially for a child. You can write your name in it and keep it always.

It transforms you into the kind of person who owns books, a member of the club, as well as part of a family that has them around the house. You’re no longer just a visitor to the realm of the written word: You’ve got a passport.

Of local note, each year the main branch of Enoch Pratt Library holds a three-day book sale in November. The highlight of this annual event is on Sunday, when you can bring your own box and put as many books as you want and can carry out for 3 dollars. It’s a great way to help fill your home with books- for less than the cost of a Happy Meal.

 

Jayne Matthews-Hopson is a Mom, an education writer and grade school development manager who believes education matters because “only the educated are free.”

Better Sleeping Habits Promote Academic Success for Teens

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Better Sleeping Habits Promote Academic Success for Teens

Parents and teachers intuitively know that getting the proper amount of sleep can contribute to academic success. One justification for this conclusion is easily understood. A student who can’t stay awake in class is in effect “absent” for the lesson. However, there are some less obvious reasons why kids who routinely get a good night’s rest tend to do better in school.

“Sleep is food for the brain” says the National Sleep Foundation (NSF). “Sleepiness can make it hard to get along with your family and friends and hurt your scores on school exams, on the court or on the field.” As anyone who has tried but failed to stay awake in class will attest “a brain that is hungry for sleep will get it, even when you don’t expect it.”

African American Education in the Nineteenth Century

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I believe our consideration of the past should not be limited to the 28 days of Black History Month. This thought-provoking essay by Misty Doane is from the “Reading Branch,” an excellent literary publication of the National Association for the Advancement of Colored People (NAACP).

Given our country’s failure to properly educate thousands of black students, a careful reading of this article raises the intriguing question of whether the fundamentals of African American education has changed very much over the past 150 years.    

Doane writes: “Until the beginning of the nineteenth century, educating African Americans was not a priority of the white majority in the United States. Much of the country, especially the South, had firm laws against educating African Americans in order to protect the institution of slavery. The dawn of the Industrial Revolution in the early part of the century brought with it the need for a cheap, educated labor force.

According to Frank Gilyard, early African American education in Berks County, Pennsylvania occurred in churches. The original meeting minutes of the Reading Bethel African Methodist Episcopal (A.M.E.) Church from November 7, 1836, describe plans for building the church itself, which included a schoolroom. In Hopewell Furnace, William “Black Bill” Jacobs, the African American who had the longest employment at the Furnace (sixty years), claimed that “in his boyhood he had attended school in ‘Lloyd’s Baptist Church’” in Bethesda, Maryland.

Executive Functioning: Impact on Learning

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Do you have a child who always completes class assignments on time, in an orderly, systematic fashion? Or does your child frequently have difficulty planning and implementing the steps necessary to finish their schoolwork?

If you answered yes to the first question it’s reasonable to conclude your child has good executive functioning. However, if the second question best describes your son or daughter poor executive functioning skills may be the culprit. Deficits in executive functioning are frequently overlooked as parents and teachers develop strategies to boost academic success.    

The National Center for Learning Disabilities offers the following definition and overview of executive functioning. Their recommendations can help students of all ages.

Executive function is a set of mental processes that helps connect past experience with present action. People use it to perform activities such as planning, organizing, strategizing, paying attention to and remembering details, and managing time and space.

If you have trouble with executive function, these things are more difficult to do. You may also show a weakness with working memory, which is like "seeing in your mind's eye." This is an important tool in guiding your actions.

As with other learning disabilities, problems with executive function can run in families. It can be seen at any age, but it tends to become more apparent as children move through the early elementary grades. This is when the demands of completing schoolwork independently can trigger signs of a problem with executive function.

The brain continues to mature and develop connections well into adulthood. A person's executive function abilities are shaped by both physical changes in the brain and by life experiences, in the classroom and in the world at large.

Early attention to developing efficient skills in this area can be very helpful. As a rule, it helps to give direct instruction, frequent reassurance and explicit feedback.

How Does Executive Function Affect Learning?

In school, at home, or in the workplace, we're called on all day, every day, to self-regulate behavior. Executive function allows us to:

  • Make plans
  • Keep track of time and finish work on time
  • Keep track of more than one thing at once
  • Meaningfully include past knowledge in discussions
  • Evaluate ideas and reflect on our work

What Are the Warning Signs of Executive Function Problems?

A student may have problems with executive function when he or she has trouble:

  • Planning projects
  • Comprehending how much time a project will take to complete
  • Telling stories (verbally or in writing), struggling to communicate details in an organized, sequential manner
  • Memorizing and retrieving information from memory
  • Initiating activities or tasks, or generating ideas independently
  • Retaining information while doing something with it, for example, remembering a phone number while dialing

How Are Problems with Executive Function Identified?

There is no single test or even battery of tests that identifies all of the different features of executive function. Educators, psychologists, speech-language pathologists, and others use a variety of tests to identify problems. Careful observation and trial teaching are invaluable in identifying and better understanding weaknesses in this area.

What Are Some Strategies to Help?

There are many effective strategies to help with the problem of executive function challenges. Here are some methods to try:

  • Take step-by-step approaches to work; rely on visual organizational aids.
  • Use tools like time organizers, computers or watches with alarms.
  • Prepare visual schedules and review them several times a day.
  • Ask for written directions with oral instructions whenever possible.
  • Plan and structure transition times and shifts in activities.

Managing Time

  • Create checklists and "to do" lists, estimating how long tasks will take.
  • Break long assignments into chunks and assign time frames for completing each chunk.
  • Use visual calendars at to keep track of long term assignments, due dates, chores, and activities.
  • Use management software such as the Franklin Day Planner, Palm Pilot, or Lotus Organizer.
  • Be sure to write the due date on top of each assignment.

Managing Space and Materials

  • Organize workspace.
  • Minimize clutter.
  • Consider having separate work areas with complete sets of supplies for different activities.
  • Schedule a weekly time to clean and organize the work space.

Managing Work

  • Make a checklist for getting through assignments. For example, a student's checklist could include such items as: get out pencil and paper; put name on paper; put due date on paper; read directions; etc.
  • Meet with a teacher or supervisor on a regular basis to review work and troubleshoot problems.

Jayne Matthews-Hopson is a writer and academic advocate. Your thoughts, comments and suggestions are welcomed at: www.baltimoretimes-online.com. 

 

Malala Yousafzai: Education Matters Person of the Year

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Time magazine has named Barack Obama the 2012 Person of the Year. It is the second time the venerable news magazine chose America’s first African American president, saying that Obama was selected “for finding and forging a new majority, for turning weakness into opportunity and for seeking, amid great adversity, to create a more perfect union.”

The 2012 finalist included such well known newsmakers as Hillary Clinton, New Jersey Gov. Chris Christie, Olympic gold medalists Gabby Douglas and Michael Phelps, North Korean leader Kim Jong Un, and Jon Stewart, the sometimes politically incorrect, acerbic host of The Daily Show. 

However, the person occupying the runner-up spot on Time’s list is Malala Yousafzai. While the Pakistani teenager’s name may not be well recognized, her bravery and activism propelled Malala into the world spotlight and literally into the line of fire. Her efforts to secure equal educational opportunities for Muslim girls sparked a movement that could change the course of history in the Middle East. It nearly cost her life.   

The retribution was atrocious, an unspeakable act of brutality. On October 9, 2012, Taliban gunmen boarded her school bus, sought her out and shot her in the head and neck. The bullets were not only meant to deliver a fatal blow to the 15-year-old student, the extremist sought to crush an entire educational movement. Malala, suffered life- threatening wounds and was airlifted to a hospital in Britain for months of intense rehabilitation.

Malala has said she wants to return to home to Pakistan. However, she remains a target for assassination as long as terrorism threatens the country. Immediately following the shooting a group of 50 Islamic clerics in Pakistan issued a fatwā (an Islamic juristic ruling) against those who tried to kill her, but the Taliban reiterated its intent to kill Yousafzai and her father, Ziauddin.

Malala’s activism began quietly in early 2009, at the age of 11, when she “wrote a blog under a pseudonym for the BBC detailing her life under Taliban rule, their attempts to take control of the valley and her views on promoting education for girls. The following summer, the New York Times picked up her story and filmed a documentary about her life as the Pakistani military intervened in the region prior to a major territorial battle.

Soon, Malala began her rise to prominence, giving interviews in print and on television and taking a position as chairperson of the District Child Assembly Swat, a UNICEF foundation established to give young people "a unique opportunity to voice their concerns about children’s right's issues, and to present solutions to address these concerns.” 

She has since been nominated for the International Children’s Peace Prize by Bishop Desmon Tutu and has won Pakistan's first National Youth Peace Prize. A number of prominent individuals are supporting a petition to nominate Malala for the Nobel Peace Prize.

It is believed that Malala’s high profile has put female students in her hometown at an increased risk of violence. Shortly after her brutal attack the school she attended was renamed in her honor. However, girls from her village fear that attending a school bearing her name may provoke more terrorist attacks. 120 pupils boycotted their classes last week and tore up pictures in protest of Malala’s activism.

Malala, who wants to be a physician took her father’s advice to use her voice to heal a nation torn by violence against girls, “has become an inspiration not only in her native Pakistan— where the culture wars over women's rights and religious diversity have taken many violent turns— but all around the globe” writes the editors of Time magazine.

While Malala Yousafzai may have placed second on Time’s list, this brave teenager is Education Matters Person of the Year. My heartfelt prayers to the families who lost loved ones in Connecticut and a healing, joyous holiday to all.

Jayne Matthews-Hopson is a writer and academic advocate. Education Matters because “only the educated are free.” Your thoughts, comments and suggestions are welcomed at http://baltimoretimes-online.com