When I was about ten, my favorite novels was From the Mixed-Up Files of Mrs. Basil E. Frankweiler, by E.L. Konigsburg. If you’re not familiar with the story, the main character is 11-year-old Claudia, feeling under appreciated by her parents runs away from home to live in the Metropolitan Museum of Art, and then discovers the secret behind one of the Michelangelo statues in the museum. This book has always remained close to my heart, and perhaps it is the reason I’ve grown to love the Met and art so much. It’s perfect for both boys and girls – since Claudia’s little brother, Jamie, plays a large role in the story. Considering how most of our modern young adult and children’s books are often of paranormal themes, it could be nice for parents and teachers alike to see children reading such a classic.

What are your favorite books from childhood?

For more information on National Library Week visit: http://www.ala.org/ala/aboutala/offices/pio/natlibraryweek/nlw.cfm

PS 22 Chorus \"Lisztomania\" on YouTube

I may be a bit behind, but the kids still deserve some credit. I can’t wait to see who else they cover!

For more information, check out their blog at: http://ps22chorus.blogspot.com/

Though curriculum and lesson plans have a lot of other requirements, it’s important to remind today’s kids of just how precious our environment truly is. Water and energy consumption in developed countries is astronomical, particularly in the U.S. Over 1.1 billion people in the world have inadequate access to clean water, for personal hygiene and consumption. As Americans, we often forget just how fortunate we are to have virtually limitless access, save for the drought periods that sporadically affect communities. Ask your kids, or students, to consider how much water they use. Ask them if they let the shower run for a bit longer or if they turn the faucet off while brushing their teeth. Every little action adds up.

Energy awareness is equally as important. How much time does your child spend on their computer or in their room with the lights on? In terms of personal economics, parents could benefit from encouraging their children to spend more time outside playing than sitting indoors watching T.V. or playing video games. Spend a day outdoors with them and show them just how much they can accomplish. For parents with teenagers, remind them that carpooling is normally more cost efficient and helps reduce carbon emissions. Though one car won’t make a difference, their suggestion may be influential on their friends and the community as a whole. Recycling is still key and should be practiced in the home and classroom. If it takes bribery, tell your kids or students that for every bottle or can they collect, they have an opportunity to earn a little – ok, admittedly, very little - cash on the side.

There are tons of nature and environment centers around the States, even for New Yorkers. Encourage parents to go to the local nature center and spend some time there with their kids. We all have to set an example for the future generations, and EE Week is a great place to start.

For more information and resources on National Environmental Education Week, check out the official website at : http://www.eeweek.org/

Hopefully the Obama education reforms help New Yorkers find a suitable solution and start their educations on time. Or maybe private schools will reduce their rates? One can only hope!

See the original article here: http://www.nytimes.com/2010/03/24/nyregion/24waiting.html?ref=education

Consider tying the Census into your lesson plans in the upcoming weeks. It’s a good way to start teaching kids about the government and its roles in our society. At the very least, it could be instrumental in counting exercises.

Find out more info here: http://www.census.gov/schools/

Lately, the conversation has shifted.  Now, teachers must be given rewards and greater incentive for job performance, to increase student success rates.  The new law is equally as controversial as N.C.L.B., as critics consider it too ambitious and utopian.

Obama plans to keep some parts of N.C.L.B., such as annual testing, but will consider things such as attendance and graduation rates, instead of determining success by a numbers game. The new tests will measure that there was a demonstrated academic growth rather than an achieved proficiency level, because it is unlikely that all students are starting on the same proficiency level to begin with. The Secretary of Education, Arne Duncan, explains, “NCLB says that fifth-grade teacher who helps a student reading at a second-grade level reach a fourth-grade level, within one year, has this missed their goal. In fact, that teacher is an excellent teacher and should be applauded.”

Teachers will be evaluated based on their performance in schools, in relation to these standards and will not be penalized for results if these results demonstrate academic growth. The idea, it seems, is to have children catch up at their own pace. The N.C.L.B. proficiency tests demanded the gaps be closed much more rapidly, whereas the new proposal would permit time. Further, it considers individual progress, which may be a better indicator for if the new standards are helping the students.

The administration hopes to greatly reduce drop out rates and hopes to develop a system that would make it so every high school student graduates ready for college and/or a career. Unlike N.C.L.B., states will have to assume federally proposed academic standard, which may do wonders in some states, but states like Massachusetts, that have excellent and rigorous standards, are afraid that those approved federally may not even meet their current system.  Though the program focuses on reading and math, states will be able to develop their own standards for other subjects and those can also be considered when schools are up for review.

What seems to be stressed the most is the effort and the willingness to reform. There is no formula behind a great teacher, nor is there a formula to a great education. What is most important is that no child is left behind, and that somehow one of the reforms proposed prevents that. What will be the impacts on teachers and school administrators? Hopefully that answer is not too far delayed.

The Blueprint, which is very much just that, can be found here: http://www2.ed.gov/policy/elsec/leg/blueprint/blueprint.pdf

Now, a new article in the Health section of the NY Times points out that scheduling playtime immediately before lunch (instead of after) might result in less food waste, less upset stomachs, and more focused students when they get back into class.

So simple it just might make sense?