Two things I continue to find of highest importance as I continue to move forward with the foundation of our CHUMS (caring, helping, understand, mentoring students) mentoring program is building a strong foundation built on trust between all involved and securing appropriate funding or a way to provide compensation to the personnel hired for these positions.
The other CHUMS programs that are currently functioning in the surrounding area have an onsite administrator at the school, trained mentors from the community's college and appropriate funding to cover the cost of the program. Our philosophy with our program is to provide a positive relationship and a high level of engagement in needed academic subjects shared by the child's classroom teacher.
In the near future, I will be visiting with our neighborhood school principal to listen to his expectations of his student's needs and design our program to fit what he recommends.
Any ideas, positive or negative, please share.
Saturday, March 23, 2013
Wednesday, March 20, 2013
"A teacher's ability to offer clarity on the student's condition and offer a strategy to become successful could be life changing for so many dyslexics.
http://www.edutopia.org/blog/4-things-about-dyslexic-brain-patrick-wilson
Please take time to read the four key characteristics of the dyslexic brain that are critical for educators to understand by clicking on the link above.
As we look at the development of the CHUMS project the Central Christian education majors are aware of the vital importance of foundations, emerging literacy and advanced literacy methods classes and Ed. Psyche/How the Brain Works as a critical part of their academic success as a future mentor and teacher.
Our program requires rigorous application and engagement of each student knowledge of a child's reading ability and what an instructor needs to understand to provide the literacy instruction each child deserves.
In conclusion, our education majors apply what is taught in the college classroom and learn best when having the opportunity to observe and be directly involved in area schools. The students journal extensively about their experience in the classroom and what they learn from the professionals.
Thanks to all administrators, professionals and partnership schools that provide modeling and mentoring to our future teachers.
http://www.edutopia.org/blog/4-things-about-dyslexic-brain-patrick-wilson
Please take time to read the four key characteristics of the dyslexic brain that are critical for educators to understand by clicking on the link above.
As we look at the development of the CHUMS project the Central Christian education majors are aware of the vital importance of foundations, emerging literacy and advanced literacy methods classes and Ed. Psyche/How the Brain Works as a critical part of their academic success as a future mentor and teacher.
Our program requires rigorous application and engagement of each student knowledge of a child's reading ability and what an instructor needs to understand to provide the literacy instruction each child deserves.
In conclusion, our education majors apply what is taught in the college classroom and learn best when having the opportunity to observe and be directly involved in area schools. The students journal extensively about their experience in the classroom and what they learn from the professionals.
Thanks to all administrators, professionals and partnership schools that provide modeling and mentoring to our future teachers.
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