How Teachers Learn Technology

When it comes to teachers learning and valuing the effective use of new technologies, some schools are discovering that the kinds of training programs offered in the past may not represent the most generative method of reaching a full range of teachers and their students. The key term is "generative" - meaning that behaviors and daily practice will be changed for the better as a consequence of the professional development experience.
Fortunately, some schools are now identifying approaches more likely to encourage teachers to employ these technologies on a frequent and sustained basis to enhance student learning.
Lead districts are finding that adult learning, curriculum development projects and informal support structures are proving powerful in promoting recurrent use aimed at deep curriculum integration.
After two decades of providing software classes to teachers, we need to explore different approaches — those honoring key principles of adult learning while placing both curriculum and literacy ahead of software and technology.

As will be explained later, adult learning strategies are fundamentally different from training strategies and usually more promising because they are tailored to the learning styles, preferences and needs of teachers in ways more likely to win their commitment than the approach more typical of training models.
In some places, eager planners have "put the cart before the horse" - emphasizing the purchase and installation of equipment without providing sufficient funding for the staff learning required to win a reasonable return on the huge investments being made.
many schools, the failure to fund and design robust professional development leads to "the screensavers’ disease" — the educational equivalent of an accountant’s red ink — as hundreds of computers sit idly glowing throughout the day and the district’s investment proves a huge waste of funds.
This challenge should be about using new tools to help students master the key concepts and skills embedded in the science, social studies, art and other curriculum standards. It is not so much about powerpointing, spreadsheeting or word processing. The focus should be on teaching and learning strategies that make a difference in daily practice — on activities translating into stronger student performance. As a result of these practices and the use of these new tools, students should be able to . . .

• read, reason and write more powerfully
• communicate productively with members of a global community
• conduct thoughtful research into the important questions, choices and issues of their times
• make sense of a confusing world and a swelling tide of information
• perform well on the new, more demanding state tests requiring inferential reasoning

Dental Health in kids

Establish schedules and routines of hygiene helps children's learning habits "


One of the main roles of teachers and parents provide the child is learning all the basic habits of autonomy such as daily hygiene and personal care.


Hygiene is a fundamental part of our lives and that after she prevent disease and create good health habits. It also favors among children and social adjustment in the early years of school life of friends groups begin to form selectively


At what age to start? And how?
It is important to remember that at school age is when you mark the acquisition of habits. At this age children should already be familiar with, so it is important to remind the importance of hygiene.


One way to inculcate habits is to describe the child according to their level of development all actions and the benefits it provides daily cleaning, as would be the clean feel, smell and look good.
 It is also important non-verbal communication between parents and children, to teach with humor and relaxed manner make you enjoy the moment and not become an ordeal.


Constancy and adult models also help, because children learn by imitating the models that have around.
 Oral Hygiene



The hygiene of the teeth is very important that children are little. It is important to know how to proceed both in hygiene and in their dental education from the beginning. So we must not forget to brush your teeth 3 times a day, after meals, as well as visit 1 or 2 times a month to the dentist, this will help protect your teeth and therefore their oral hygiene.


 Benefits of Training and Practice Habits:
* Helps build and develop mental structures.


* Let children know their body.


* Develop autonomy and security.


* Foresee and diseases can enjoy good health.
 * Encourage habits necessary for its development as a person.

God I love you

CINDERELLA

Cinderella

Once upon a time there lived a young pretty girl. Her mother was dead and her father had married a widow with two daughters. Her stepmother didn't like her and scolded her always. She only loved and cared for her own daughters. For this reason Cinderella always lived unhappily.

Her step mother never gave her good clothes to wear, good food to eat and any time for rest. Her life was very miserable. She worked hard all day. Only in the evening she was allowed to sit near the cinders, for a while. That’s why everybody called her Cinderella.

One fine morning, an announcement was made in the town. It was about the ball dance to be held in the palace. The step mother and her daughters became very excited for the ball dance. They purchased new gowns, new shoes and new jewelries for the function. When Cinderella heard about it she also wanted to go there but she didn’t have the guts to ask her stepmother.

She went back to her room and started crying on her destiny. She was missing her mother very much when suddenly a fairy appeared in front of her. Don't worry Cinderella, said the fairy. I know you want to go to the ball dance. And so you shall... But how can I, asked Cinderella.

The fairy smiled. With a flick of her magic stick Cinderella found herself wearing the most beautiful dress she had ever seen with lovely shoes and jewelries. The fairy also brought a sparkling coach for Cinderella to reach the palace. Cinderella could hardly believe her eyes. She was very happy. Cinderella thanked the fairy and went towards the palace.

When she entered the palace she was very surprised to see it so beautifully decorated. She met people around, danced and enjoyed a lot at the ball. Soon the prince and the king entered the hall. Everyone stopped dancing. They wanted to meet the prince, but... but the prince was finding someone lese in the huge crowd. He was finding his princess of dreams. He saw Cinderella standing far off near the stairs; the prince went towards Cinderella and offered her to dance with him. Both of then danced together for a long time. It seemed as if the prince was in love with Cinderella.

Now it was half night, Cinderella had to return back home before her stepmother and sisters returned. She remembered what the fairy had said, and without a word of goodbye she slipped from the Prince’s arms and ran down the steps. As she ran she lost one of her shoes, but not for a moment did she dream of stopping to pick it up!

The Prince who was now madly in love with her picked up the shoes and asked his ministers to go and search for the girl. I will never be content until I find her!”

So the ministers tried the slipper on the foot of every girl in the town but were not successful. When they reached Cinderella’s home, her sisters too tried to wear the shoes but unluckily they failed. The shoes didn’t fit anyone of them. Cinderella was standing nearby, the ministers asked her to try the shoe as well. Her sisters laughed at this. When Cinderella wore the shoe it fitted perfectly. Everyone was surprised to see that. The prince also reached there, he was happy to find her dream girl. He took Cinderella to his palace and soon they got married.

Cinderella begins a happy life with the prince…..

Attention Deficit Hyperactivity Disorder in the Classroom

ADHD in the Classroom

Often the ADHD child has special educational needs, though not always. Most Attention Deficit Hyperactivity Disorder kids can be successful in the regular classroom with some help.

Identifying Attention Deficit Hyperactivity Disorder – ADHD – in the Classroom

Attention Deficit Hyperactivity Disorder (ADHD) is the phrase that is used to describe children who have significant problems with high levels of distractibility or inattention, impulsiveness, and often with excessive motor activity levels.
There may be deficits in attention and impulse control without hyperactivity being present. In fact, recent studies indicate that as many as 40% of the ADHD kids may not be hyperactive.
Research shows that there are several things happening in the brain of the ADHD child which causes the disorder. The main problem is that certain parts of the Central Nervous System are under-stimulated, while others may be over-stimulated. In some hyperactive kids there is also an uneven flow of blood in the brain, with some parts of the brain getting too much blood flow, and other centers not getting as much.
Certain medications, or other forms of treatment can be used to address these problems.

Classroom Teachers

As a teacher, ask yourself these questions:

1. Can the child pay attention in class?
Some ADHD kids can pay attention for a while, but typically can't sustain it, unless they are really interested in the topic. Other ADHD kids cannot pay attention to just one thing at a time, such as not being able to pay attention to just you when you are trying to teach them something. There are many different aspects to "attention," and the ADHD child would have a deficit in at least one aspect of it.
2. Is the child impulsive? Does he call out in class? Does he bother other kids with his impulsivity?
These kids often cannot stop and think before they act, and they rarely think of the consequences of their actions first. Impulsivity tends to hurt peer relationships, especially in junior high school years.
3. Does he have trouble staying in his seat when he's supposed to?
How is he on the playground? Can he wait in line, or does he run ahead of the rest of the class? Does he get in fights often?
4. Can he wait?
Emotionally, these children often cannot delay gratification, and they typically cannot wait their turns.
5. Is he calm?
ADHD kids are constantly looking for clues as to how they are doing. They may display a wide range of moods, which are often on the extremes: they act too sad, too angry, too excited, too whatever.
6. Is the child working at grade level? Is he working at his potential? Does he/she stay on task well? Does he fidget a lot? Does he have poor handwriting?
Most ADHD kids have trouble staying on task, staying seated, and many have terrible handwriting.
7. Does he have difficulty with rhythm? Or the use of his time?
Both awareness of time and the rhythm of music often escape ADHD children.
8. Does he lack awareness about “personal space” and what is appropriate regarding touching others?
ADHD children are often overly touchy with others, and are often prompted to keep their hands to themselves.
9. Does he seem unable to read facial expressions and know their meanings?
ADHD children have often missed the subtle social cues that they need to be successful in social relationships.
10. Does the child seem to be immature developmentally, educationally, or socially?
It has been suggested by research that children and teens with Attention Deficit Hyperactivity Disorder may developmentally lag 20% to 40% behind children without ADHD. In other words, a ten year old with ADHD may behave, or learn, as you would expect a seven year old to behave or learn. A fifteen year old with ADHD may behave, or learn, as you would expect a ten year old to behave, or learn.

Sensory Integration Dysfunction

Many children with ADHD also have Sensory Integration Dysfunctions (as many as 10% to 20% of all children might have some degree of Sensory Integration Dysfunction).
SID is simply the ineffective processing of information received through the senses. As a result these children have problems with learning, development, and behavior.

FUN ACTIVITIES

Album Of Traces

Are are some creative ideas to teach your children things like eye-hand, creativity, attention, concentration, location and more.
you only need water paint, pages and fingers. and to work
is also effective in introducing the child to the process of literacy

• http://en.origami-club.com//index.html

Origami (折り紙^?, from ori meaning "folding", and kami meaning "paper"; kami changes to gami due to rendaku) is the traditional Japanese art of paper folding, which started in the 17th century AD at the latest and was popularized in the mid-1900s. It has since then evolved into a modern art form. The goal of this art is to transform a flat sheet of material into a finished sculpture through folding and sculpting techniques, and as such the use of cuts or glue are not considered to be origami.
The number of basic origami folds is small, but they can be combined in a variety of ways to make intricate designs. The most well known origami model is probably the Japanese paper crane. In general, these designs begin with a square sheet of paper whose sides may be different colors or prints. Traditional Japanese origami, which has been practiced since the Edo era (1603–1867), has often been less strict about these conventions, sometimes cutting the paper or using nonsquare shapes to start with.

when the child practices origami develop your imagination and creativity. lectroescritura facilitating the process.
is important that children believe and are motivated to do things that they would paresca interesting.

GAMES

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♥ http://www.juegosdebobesponja.org/elimina-las-hamburguesas.html




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♥ http://www.tododora.com/diegoafricanrescue.html



♥ http://www.tododora.com/diegosnowboard.html



♥ http://www.tododora.com/jigdorafairy.html

Domestic Animal

http://www.mes-english.com/flashcards/files/ppt/animals1.ppt

domestic animals are the ones we have at home and care for them, are a good company for children and stimulation for them in the process of speech