PortfolioProfessional DevelopmentMy first PortfolioThis document contains the experiences which I gained in George Mason University, Virginia, US during the Professional development program. There’re six sections in it: Introduction/Personal Reflection/Professional Development, My lesson plans/Shared lessons, Strategy Sheets, Action Research, Group Photos and Students Photos and I’m going to share it with my colleagues. In future I’m going to work on the portfolio and enrich it and it will help me a lot to develop as a teacher.

EC DoIT10/29/2007

Portfolio Outline

1 Introduction/Personal Reflection/Fieldwork Reflection

2 My lesson plans/Shared lesson plans

3 Strategy sheets

4 Materials from mentor teachers

5 Action Research

6 Conference Abstract and Presentation

7 Group photos/students photos

1 Introduction/Personal Reflection/Fieldwork Reflection

Gulnora Kamolova Toshpulotovna

Kirpichniy Village, Hisor,

Tajikistan

735020

(992)919290221

guli1979@mail.ru

Objective: Objective for the job

Experience:

Secondary school #5-Hisor, Tajikistan

Teacher of English to grades 7-11

Provide trainings to teachers in the school

Leader of the English Club in school

Teacher Re-training Institute

1. Teacher-Trainer (2004-present)

2. Trainer in Summer Camps 2004/2005/2006

Education:

Dushanbe State Pedagogical University

Department of English

Diplom (09/1995-07/2000)

Professional Development:

Winner of the competition “Developing new English textbooks” Tajikistan 2003 Authorship trainings “Textbook development” (2003-2006) Participant in workshops Gender balance in the textbooks of Tajikistan. Dushanbe 2004 Participant in the workshop Co-author of the ST’s book “Highway to English 5, 6” Co-author of the T’s book “Highway to English 5, 6” CATEC 2007 (Central Asian Teachers of English Conference) Kyrgyzstan

Skills:

OrganizedResponsibleBilingualFriendlyFlexiblePunctualCommunicable

Computer skills:

Microsoft Word Explore Excel (a little)

Language skills

Uzbek Tajik Russian English

Seminar on Educational Leadership

By Dr. Shahrokhi

SESSION # 2Wednesday, September 26, 2007

Theme: The LSI Thinking Styles and Effective Management Topic: Self-Improvement PlanParticipant’s Name: Gulnora Kamolova (Secondary School #5 Hisor, Tajikistan)

Step 1: Looking at your completed LSI profile, you will notice that each style’s extension from the center of the Circumflex varies in length. The further extensions from the center indicate styles that are predominant in your profile. Your two longest style extensions have the greatest influence on your behavior, and are called your primary and backup styles. List them below.

Primary Achievement (11 o’clock position)

Backup Humanistic-encouraging (1 o’clock position)

Step 2: Using the style interpretations in this guide, decide which styles are working for you (your strengths), and which styles might be working against you (styles that may be reducing your effectiveness). Based on what you learn, choose one style from those you’ve listed to start with first. Select one behavior associated with this style that you would like to change. You may choose to eliminate a characteristic you feel is self-defeating, or to strengthen something about yourself that you see as positive and effective.

The style I have chosen to work on is dependent (5 o’clock position).

What does this style mean to you?

My score for the dependent style means I tend to believe that: I let others determine my behavior and guide my life. Especially I used to obey to my parents and most of the time I let them to do decision for me. I think they are older and

know what is good for me and what is bad and feel they’re responsible for my happiness.

Step 3: We think and behave as we do because we have been influenced by significant people and situations in our lives. Consider your life: try to identify and isolate the influences you’ve experienced that may be associated with this style.

Significant Person (or situation) Ideas/Behaviors You Might Have Learned

Parents determine my behavior

Friends Influence on me

Community discuss my behavior

Step 4: Consider the consequences of using this style and list them as indicated below.

Personally

Positive Consequences Self-Defeating Consequences

Feel more confident and be independent

Believe in myself and set a goal

Professionally

Positive Consequences Self-Defeating Consequences

Work hard and achieve my goal Make my own decision

Step 5: Consider how your life would be different if you changed your behavior in this area.

Some positive differences:

I would feel myself freer, confident, learn and understand the life, its challenges better and feel myself adult, enjoy my life, change a lot of things in my work.

Some negative differences:

May be I would have some challenges and troubles. Because it’s always difficult to make changes and people accept it differently: some people understand and accept positively but some misunderstand and accept negatively. People are different so their thoughts and ideas are different too. They would be agree with me and discuss what I say and do.

Seminar on Professional Development and Change: Reflective Practice, Individual Action Plans, and Action Research.Fieldwork Reflection 1: What were the greatest similarities that you noticed during your first fieldwork observation? What were the greatest differences? Which of the differences are potentially useful for your school?I’ve been visiting Holmes Middle School: 6525 Montrose Street, Alexandria, VA 22033. I’ve been in Holmes Middle School two days on Tuesday and Thursday in the lessons of Ms Vilma Laringakis. She teaches English as a second language, Social Studies and The World Culture to grades 6 to 8. There’re some similarities like school is free for every pupil, school supplies books for pupils, classes are mixed boys and girls study together, they can have lunch in the cafeteria, there’re some extracurricular activities for pupils to attend after the classes, there's parent association.The differences are: the school is smaller, pupils take a school bus to school and it's free, pupils can choose they want to study,  there's a school security department, pupils wear to school what they want, no uniforms, once a week they have 5 minutes training how to behave in case of emergency e.g. fire, every pupil has his own box in the corridor where they keep their things and lock the door,  Pupils have different background and different ages, the classrooms are well

equipped, the posters, drawings design work  in the classrooms are made by pupils, school provide all teaching materials for teachers, big gyms with equipments, a library with a lot of books and computers connected to the internet, every classroom is different and taught very well when you enter top music class  you see pupils playing  like real orchestra , technology class pupils doing different activities like some are building bridges listening to instruction on computer, others doing some experience on Chemistry or Physics, teaching techniques are also different, Pupils more free the age of pupils are different, they’re relaxed more free and relaxed.It was amazing for me to observe all this things and I've learned a lot. I think everything I’ve learned is important and new for me and as well it will be useful and new for my school. And I'm sure I can change a lot in my school and in teaching.

2 My lesson plans/Shared lesson plans

Lesson Plan

Participants: 12 Grade level: 7 grade

Length of the lesson: 40 minutes Date: 10/11/2007

Title: Tajikistan

1. Objective:

At the end of the lesson students will have gained knowledge about Tajikistan and be able to talk about Tajikistan’s geography, culture, traditions and customs and places of interest.

2. Materials for learning activities

Text about Tajikistan, maps of Central Asia, markers and board.

3. Procedures for learning activities

Pre-reading activity—Activate Prior Knowledge

Brainstorming

What do you know about Tajikistan?

Write the word Tajikistan on the board and elicit from students as many information as you can. Put all the information on the board in order for students to see them.

During-reading activity

Give out the handouts with the text about Tajikistan and ask students to read independently and check were they right or not.(refer to board)

Post-reading activity.

a) Work in groups of three.

Divide students into groups and tell them to choose and discuss a place to visit in

Tajikistan and say why they would like to visit this place.

Let a student to report to the class about the places they would like to visit.

b) Work in groups. Find Tajikistan on the map, color it and say the bordering

countries.

Students report about their work.

4. Assessment

a) 3-2-1 Activity

Ask students to work individually and complete the table, give out the handouts

and set up time.

b) Students’ discussions are also way of informally assessing the students

5. Reflections

Students enjoyed the lesson, they got information about the country they didn’t know before. When I asked them to write about the places they would like to visit they chose different places and asked many questions about historical places and meals about capital city and so on. It was interesting for them to learn about other country’s culture.

I think next time I would change way of dividing them into groups because in one group there were all advanced students and they did the tasks very quickly and began to talk while the others were working.

Do you know Tajikistan?

Tour Tajikistan invites you on a tour of Tajikistan. Tajikistan is a small country about 143 thousand square kilometers. But there’s a lot you can see and do. And there are a lot of friendly people you can meet. The population of Tajikistan is approximately 7 million people. There are many nationalities: Tajik, Uzbek, Russian, Kyrgyz, Turkmen and others. The capital of the country is Dushanbe.

There are a lot of places of interest in Tajikistan and If you’re interested in history you can visit unique spring Chiluchor-chashma which means 44 springs, great rocks Childukhtaron which means 40 girls, Hisor Fortress which was built in 16 century and etc and learn more about them.

If you like swimming, sailing or fishing Kairakum Reservoir is what you wish. This beautiful place used to call Tajik Sea among people. The water is warm and clean you can lie on the sun and enjoy your summer.

If you like city life you can stay in the capital. There are a lot of places to go in Dushanbe. You can visit museums to learn more about the culture go to restaurants and taste delicious Tajik national meals like Kurutob, Shakarob or Oshi palav. You also can go shopping, discos or Botanic garden which is in the centre of the city.

The best time to visit Tajikistan is in spring in March and experience Navruz Festival taste our traditional dish Sumanak, watch national sport Buzkashi and enjoy girl dancing in beautiful costumes Atlas or Chakan. If you’re looking for adventures and love climbing on the mountains we suggest you to visit Pamir’s and climb on the highest peak Ismoili Somoni which is 7495 meters high. It’s a really wonderful place, the weather is cool, the air is fresh and the nature is amazing in all seasons.

Don’t delay. Phone us today for a dream holiday!

See you soon in Tajikistan.

3-2-1

TAJIKISTAN

Write 3 historical places to visit while in Tajikistan.

1)

2)

3)

Write 2 interesting facts about the culture of Tajikistan.

1)

2)

Write 1 fact about the capital city of Tajikistan.

1)

Lesson Plans

Title: Tortoise’s Picnic Participants: 12 students

Grade Level: 6 grade Class: ESOL Level 3 Literature

Date: 10/23/2007 and 10/25/07 Duration: 2 block periods(80 minutes)

Day 1

Objective: to develop students listening, speaking and drawing skills through story telling.

Materials Needed:

Pictures of 3 apples, 3 bananas, 3 cans of soda, 3 tins of fish, 3 slices of cake, and 3 sandwiches

3 posters, markers, a basket, a text.

****************************************************************************************************

Procedures for Learning Activities

Students must be in the right “frame of mind” for a story. (change the arrangement of tables and chairs).

Enable students to show their understanding and to participate.

Speak loudly enough for the students at the back to hear easily.

Adopt a different voice for the narrator and for each of the characters.

Give more importance to what the student achieves than the mistakes he or she might make.

Task 1

Work in groups of four. (make groups??) [5min]

Choose a poster (Assign). Guess what season is it? And add more details.

Put posters on the wall in order.

Distribute pictures to groups( each group should take four different pictures).

Tell student that they’re going to listen to a story about tortoise’s picnic and a can-opener.

Elicit answers to following questions: [5 min]

Who knows what a picnic is?

Where do you usually go for a picnic?

What do you usually take for a picnic?

Do you take a can-opener with you?

Task2 [5 min]

Tell students you will need them to help you with the story.

Explain how students will assist and give out the following cards.

Three months

1 kilometer

2 kilometers

3 kilometers

Explain that when they hear these words they should hold up the card

Ask the rest of the class to help you with miming

Walk

Wait

It’s hot

It’s raining

Give out papers. Agree on how they will mime

Practice with the class for two times.

OK This is a Story time!(Present story) [20 min]

Task 3

Ask the following comprehension questions. [10 min ]

1 Did you like the story?

Where did the family go?

What did they take with them?

Did they eat the food? Why not?

How many kilometers did they go?

How long did it take them to reach the picnic place?

How many months did the father and mother wait for their son?

Task 4 Work in groups of three. Discuss and act out the story.[35 min]

Day 2

Objective: At the end of the lesson students will be able to create their own stories using the language and idea they got from the story.

Materials needed: Picture of the story, posters and markers.

Procedures for learning activities

Task 1 Work in groups of three. Discuss and put the pictures in order.[15 min]

Ask students how well they remembered the story. They’ll work in groups, put the pictures in order and retell the story in chain.

Task 2 Work in groups. Choose a task. [35 min]

1 Draw favourite pictures from the story.

2 Write a letter to a friend. The baby tortoise describes his journey.

3 Create your own ending to the story.

4 Make up your own picture dictionary for the story.

5 Write ten questions to interview Father, Mother or Baby.

Task 3 Report to the class.

Each group will report their work. Ask students to assess each others work.[30 min]

5 Assessment

The tortoise’s Picnic

Narrator:Once upon a time there were three tortoises: a father, a mother and a baby. One beautiful spring day, they decided to go for a picnic.

Baby: Oh, what a beautiful day! Mum, let’s go for a picnic!

Mother: OK. We’ll take three Colas, and three apples, and three bananas, and three sandwiches, and three cakes, and three cans of fish.

Narrator: They put everything in their baskets. They set out carrying their basket. They walked and walked and walked.

After three months they were a kilometer from home.

It was summer and it was sunny and hot.

Baby: Oh, it’s very hot. I’m tired.

Father: OK. Let’s sit down and have a rest.

Narrator: They set out again and walked and walked and walked. And after three months they were two kilometers from home. They set out again and walked and walked and walked. And after three months they reached the picnic place. They were three kilometers from home. It was winter and it was snowing and very cold. They unpacked their baskets and spread out the cloth, and arranged the food on it.

Mother: Well… Three Colas, and three apples, and three bananas, and three sandwiches, and three cakes and three cans of fish … Oh!!!

Mother: We’ve forgotten the can-opener!

Father: Baby, go back and bring the can-opener.

Baby: What!!!? … Me!!!? Go back all that long way1

Father: We can’t start without a can-opener. We’ll wait for you.

Baby: Do you promise that you won’t eat till I come back?

Father: Yes, we promise.

Narrator: And Father and Mother waited. They waited and waited.

And after three months they got hungry.

Mother: I’m hungry. Can we have just one sandwich each?

Father: No, honey. We promised sonny. We must wait.

Narrator: And Father and Mother waited. They waited and waited. And after three months they got really hungry.

Mother: I’m really hungry.

Father: OK. Let’s just have one sandwich while we’re waiting.

Narrator: So, they picked up the sandwiches. But just as they were going to eat them, a little voice said:

Baby: Aha! I knew you would cheat. It’s good thing I didn’t go back for the can-opener.

Reflection

The lessons were very interesting. Everybody was involved and busy, at the beginning it seemed easy but there were challenging activities like creating their own stories or writing a letter and some students saw themselves in the Baby tortoise character, they discuss the story and told the others about themselves. I liked them connecting the story with their life.

I think next time I’d change the first activity adding more details to posters, students weren’t happy to have ready posters they’d like to draw them by themselves. I think I have to give them time for this activity because they like drawing so much.

ESOL level 3/4 literature

Period 1

The Jersey Vocabulary

Objective: Students will be able to define words using context clues, show understanding of words and use vocabulary words appropriately

Day 1 and Day 2:

Materials needed:

List of vocabulary words, vocabulary work handout

The Jersey book

Objective: Students will need to define words using context clues.

Activity 1:

Model what is expected.

1) Distribute list of vocabulary words.

2) Distribute vocabulary work handout3) Ask students to take out book4) Model what is expected

a) Write the word in the blankb) Ask students find the sentence in the book that contains the wordc) Write the sentence d) Read text before and after sentencee) Define the word using context clues

Activity 2:

Independent work

a) Write the word in the blank

b) Ask students find the sentence in the book that contains the word

c) Write the sentence d) Read text before and after sentencee) Define the word using context clue

Activity 3: Make sure students have correct definitons

a) Call on students to read sentences and give

definitions

b) If definitions are incorrect, guide students to give correct meaning

ESOL level 3/4 literature

Period 1

Vocabulary

Day 3

Objective: Students will be able to show understanding of words through visual representation of words

Materials needed:

Vocabulary list, completed vocabulary work handout, picture dictionary handout, colored pencils,

Activity 1:

Alphabetize words

a) ask students to alphabetize wordsb) call one student at a time to come write the words in alphabetize

wordsc) instruct students write the words under “Word” column in

alphabetical order

Add definitions to dictionary

ask students to write the definitions of the words in the “Definition” column

Activity 2:

Illustrate word

a) model for the students by drawing a picture for the first wordb) instruct students to make an illustration for the remainder of

the words

ESOL level 3/4 literature

Period 1

Vocabulary

Day 5

Objective: students will be able to show understanding of vocabulary words

Materials needed:

Bingo sheets, cards with vocabulary words, vocabulary test and list of words

Activity 1:

Vocabulary Review

Play bingo(at least 4 times)

Activity 2:

Vocabulary Test

Students will be given sentences with blanks and be asked to fill in the blanks with an appropriate vocabulary word

ESOL level 3/4 literature

Period 1

The Jersey Vocabulary

Objective: Students will be able to define words using context clues, show understanding of words and use vocabulary words appropriately

Day 1 and Day 2:

Materials needed:

List of vocabulary words, vocabulary work handout

The Jersey book

Objective: Students will need to define words using context clues.

Activity 1:

Model what is expected.

1) Distribute list of vocabulary words.

4) Distribute vocabulary work handout5) Ask students to take out book4) Model what is expected

f) Write the word in the blankg) Ask students find the sentence in the book that contains the wordh) Write the sentence i) Read text before and after sentencej) Define the word using context clues

Activity 2:

Independent work

a) Write the word in the blank

f) Ask students find the sentence in the book that contains the word

g) Write the sentence h) Read text before and after sentencei) Define the word using context clues

Activity 3:

Make sure students have correct definitons

a) Call on students to read sentences and give

definitions

c) If definitions are incorrect, guide students to give correct meaning

 Name of the Seminar: Educational Leadership by Dr. Shahrokhi.Topic: Multiple Intelligences.Subject: English.Grade 6,

We love nature   Level: Advanced   Time: 45 minutes   Participants: 15 students   Materials used: Posters, charts, markers, flipchart   Objectives:   Students will design their own rules how to protect the nature                       To improve language skills   Warm up:     Brainstorming (what is nature?)    Presentation:    1) How will you contribute to protect the nature?)                            2) Students work in groups.                          3) 15 minutes for preparation ( they can present through drawing, role plays, essays, poems, it depends on their creativity)                          4) Each group make a presentation    Practice:    Station Rotation     Application:   Group discussion ( create GOLDEN rules)    Homework:   To make a collage on the topic " My contribution to protect the nature  

     

Name of the Seminar: Educational Leadership by Dr. Shahrokhi

Topic: Multiple Intelligences

Subject: Social Studies

Grade Level: 7 – 8

Overview: During the past hundred years, due to new technologies the world has changed in many ways. Some changes have improved the quality of life and health for the human being. Others have affected people’s health care adversely causing different kinds of pollution that have harmed the environment.

Purpose: As the future of our country, children need to be able to identify the types of pollution, the sources of pollution, and how they can protect the environment from future pollutant.

Objectives: By the end of the lesson students will be able to:

Identify and discuss different kinds of pollution

Identify and discuss the sources of pollution

Discuss and explain why it is important to keep the environment free of pollution.

Resources/Materials:: lesson vocabulary cards, photographs of water, air, and land pollution, chart paper, "Let's Stop Pollution" poster, poster board, crayons, markers, variety of sizes of cardboard boxes, poster or tempera paint, Kleenex, soap, water, variety of pollution bumper stickers.

Activities and Procedures:

Linguistic/Spatial intelligences (How can I use the key terms on pollution, How can I use visual aids/visualization/color/art or metaphor?)

1. The Teacher will begin the activities by displaying and reviewing the lesson vocabulary. (Pollution, surroundings, litter, environment)

2. The teacher will discuss the displayed pictures of water, air, and land pollution. Students will identify what is wrong in each of the pictures displayed. Teacher will write students responses underneath each of the pictures. Teacher will remind the students that pollution is anything that harms our surroundings and that people cannot survive without clean air, water, and land. Stress that pollution is a responsibility and concern of all people in every community.

3. Ask students to "Brainstorm" to complete a list of ways that they can help to stop pollution. Examples: not put garbage into the lakes and streams, walk or ride bikes whenever possible, pick up litter). List the students’ responses on a poster titled "Let's Stop Pollution".

Teacher will stress that because so many important things in the surroundings are shared by people in other communities, everyone must work to stop pollution of the air, water, and land.

Students will then have a variety of activities to teach them about the causes and effects of pollution.

1. Teacher will provide students with a half sheet of posterboard and crayons. Teacher will instruct the students to make a poster to inform others about pollution. Display the posters around the school. (Spatial intelligence)

2. Teacher will provide students with boxes and paint. Teacher will instruct the students to make "litter boxes" with labels and decorations that state why it is important not to litter. Place the boxes in areas around the school or home. (Bodily-Kinesthetic /Spatial intelligences)

3. Teacher will instruct the students wash the outside of a window that is easy to reach. A few days later, teacher will ask the students to wipe the same window with a clean tissue. Teacher will make groups and instruct the students to discuss possible reasons the window became dirty. (Air pollution) (Linguistic/Bodily-kinesthetic/Interpersonal intelligences)

4. Provide students with materials to make replicas of bumper stickers illustrating warnings and laws concerning pollution. Suggestions: NO LITTERING, NO TRUCKS, NO DUMPING, NO BURNING. (Naturalist intelligence)

OR. Teacher will take the students for Fieldtrips to local companies or industries that deal with pollution prevention. After field visit students will write 2 pages report on how to prevent pollution. (Naturalist/Intrapersonal intelligences)

5. In group students will be instructed to make jingle to raise the awareness regarding the causes and effects of pollution. Teacher will provide key terms on pollution i.e. pollution, surrounding, litter, environment, etc). Students will present their jingle in front of the class. (Musical Intelligence)

3 Strategy sheets

Portfolio Strategy Sheet

Choose a method or strategy that you have learned about or observed during field experience.

1. Name of method or strategy:

Expert group

2. When is this method or strategy useful?

When students have a long text to read in a short period of time

When a lot of material has to be covered in a short period of time

3. Why or how is this method or strategy useful?

It develops all language skills like reading, speaking and writing.

Students work cooperatively in the groups.

Students gather much more information than they would have on their own

during that time period.

4. What are the steps involved in using this strategy or method?

Break students into groups

Give each group a topic or a portion of a reading or vocabulary word

Students are to read independently or as a group

Students are to discuss with group members (teacher should give guiding

question) They need to become experts.

One student from each group will go to another group

At this time, this student will teach to the new group what he/she learned

and listen from his new group.

OR

Break students into groups

Give each group a topic or a potion of a reading

Students are to read independently

Students are to discuss with group members (teacher should give guiding

questions)they need to become experts.

Then the expert group needs to share with the class what they learned

5. When would this method or strategy be useful in your setting?

They’re interesting and new for me and a good way of engaging all students

in the process. I also can use them for warming up, for practicing reading or

working with vocabulary.

6. What would you like other teachers in your school to know about this

method or strategy?

I would like all my colleagues at school to know and use these strategies

because they’re suitable in all lessons

Portfolio Strategy Sheet

Choose a method or strategy that you have learned about or observed during field experience.

1. Name of method or strategy:

Picture dictionary

2. When is this method or strategy useful?

When students need to learn new vocabulary, to show understanding of the

word and to use the new word properly in a sentence.

3. Why or how is this method or strategy useful?

This kind of activity helps to check student’s comprehension, students work

individually it develops thinking skills because students find definition of

the words, draw a picture how they understand the word and write a

sentence with this word.

4. What are the steps involved in using this strategy or method?

Students are to figure out meaning using context clues,

Teacher goes over definitions with students.

Students must alphabetize the words.

Students must write the definition.

Students must draw a picture showing the meaning of the word.

Students must use the word in a sentence. (Sentence needs to be about

picture)

5. When would this method or strategy be useful in your setting?

They’re interesting and new for me and a good way of engaging all students

in the process. I also can use them for warming up, for practicing reading or

working with vocabulary.

6. What would you like other teachers in your school to know about this

method or strategy?

I would like all my colleagues at school to know and use these strategies

because it’s a good way of learning language.

Lesson Plan Format

Intern: Robinson Secondary school Grade Level: 9

Title: India Date: 10/11/2007

I. Objectives

By the end of the lesson students should be able to:

VA-WH1 2.4A

Identify India in Geographic, and Chronologic History Understand how Geography (or climate) impacts History Understand written language, science and technology of Indus River valley

VA-WH1 2.4B

Understand trade network and cultural exchangeVA-WH1 2.4C

Understand possible reasons for decline

II. Materials for Learning ActivitiesPower point presentation, map work, projector

III. Procedures for Learning Activities

Teacher explanation of History and Geography of the Indus River/ orally conversation

Lecture

IV. AssessmentQuestions from Homework, test items will assess students’ understanding of content

V. DifferentiationMake copies of notes for visually or special needs

If remediation is necessary plans could be altered

VI. Reflection

Add or delete content based on reflection

Portfolio strategy sheet

Choose a method or strategy that you have learned about or observed during field experience.

1. Name of method or strategy: Jigsaw Activity

2. When this method or strategy is is useful?

When there is a wide topic or a whole unit.

3. Why or how this method or strategy is is useful?

This is one of the cooperative learning strategies which: is used to cover a big topic and help students to learn from each other.

4. What are the steps involved in using this strategy or method?

Step 1: Divide students into four groups

Step 2: Assign the student from the group to research one of the given sections

Step 3: Individual reading and note down the necessary information from this section

Step 4: Working in expert group to make sure all information is correct (those who worked on the same section come together and work on it)

Step 5: Returning to original groups to share information. Each student should have notes for all of the sections

5. When would this method or strategy be useful in your settings?

I can use this strategy whenever I want because we do not need any IT technology. It also can be used during the reviewing of the topic or unit.

6. What would you like other teachers in your school to know about this method or strategy?

When I will use this activity I will invite my colleges to my lesson and will share with them; or every week we have methodology day on which I can explain them this strategy.

Portfolio Strategy Sheet

Choose a method or strategy that you have learned about or observed during field experience.

1. Name of method or strategy: Scavenger Hunt

2. When is this method or strategy useful?

It is useful when there is a new topic students are unfamiliar with which you

want to differentiate learning and teaching methods.

3. Why or how is this method or strategy useful?

The purpose of this activity is to have students collect information on a

particular instruction topic, to teach students to use search engines properly,

and to introduce students to text, digital resources, and research process.

4. What are the steps involved in using this strategy or method?

a. Identify standards

b. Identity objectives

c. Essential questions

d. Types of resources you want kids to use

e. Making a list of questions on particular topic

f. Find the sources of information which can be used by students:

dictionary, books, internet, magazines, atlas, encyclopedia and

etc.

g. Provide students with the questions and sources they can use

h. Use Media center and library to find answers to questions+

i. Facilitate students’ learning and research process the library

5. When would this method or strategy be useful in your setting?

I like this activity because by using this activity we will teach them how to find

information by using different sources. As we have two computer labs in our

school and they are always busy during the lessons I can use this activity after

the classes.

6. What would you like other teachers in your school to know about this

method or strategy?

In our school teachers give students homework to find information on a

particular topic but they do not provide them with the sources of information

and students face difficulty. By using this activity they will be familiar with

what? when? and how? to use different sources and find information.

Library Quest

1. According to Webster’s New World College Dictionary, what is the definition of “migrate”?

2. According to the Encyclopedia of World Biography, Chandragupta founded what dynasty in 322 B.C.?

What page did you find this on?

3. Using a different dictionary, find the definition of “edict.” Cite your source.

4. Find a map of India in an atlas. What two bodies of water touch India? Cite your source.

Use the Facts on File Database for questions 5-7

5. The Vedas, a collection of prayers and rituals of Hinduism, was originally brought to India by whom?

6. Give three facts about the Mahabharata. 1. 2. 3.

7. What is the difference between the Mahayana sect and the Theravada sect of Budhism?

8. What does it mean when most Indian families were patriarchal?

9. What is the meaning of the Hindu process of reincarnation? Cite your source.

10. Find and describe where the steppes are located.

For questions 11-15, go to the ABC Clio Database. Click on the World History: Ancient and Medieval Eras Site and search “Hinduism” and then read the essay entitled “Hinduism.” 11. What picture is in the upper left corner?

12. What language did the Aryans use?

13. How many social categories were there?

14. What three Hindu gods are mentioned?

15. How many paragraphs are in the article?

16. Who was the founder of Buddhism? Cite your source.

17. What are the Four Noble Truths of Buddhism? Cite your source.

18. What were the Silk Roads?

ANSWER KEY

1. to move from one place to another2. Maurya Dynasty page 4263. official, public announcement of policy4. Arabian Sea and Bay of Bengal

5. Aryans6. answers will vary7. Mahayana sect accept the new doctrines that offer salvation to all, Theravada adhere to the strict original teachings

8. headed by the eldest male

9. an individual soul or spirit is reborn again and again until a state of perfect understanding is reached

10. dry grasslands that stretch North if the Caucasus Mountains which are between the Black and Caspian Seas

11. statue of a dancing Shiva

12. Sanskrit

13. 4

14. Shiva, Vishnu, Brahma, or Krishna

15. 16

16. Siddartha Gautama

17. life is filled with sorrow and suffering, the cause of this suffering is selfishness, one must end desires to end the suffering, overcome desires by following the 8 fold path

18. vast network of caravan routes that traders used to bring silk from China to West Asia and then to Rome

World History I

Ancient Middle East

Cut-Outs Project

Directions:

1. Cut along the lines to create individual tabs for each Empire, Fact, & Leader. 2. Match each of the Facts & Leaders for each of the empires of the Ancient

Middle East3. Rank the empires from earliest to most recent, using your text and notes as a

reference4. Paste the information in your foldable booklet pasting one empire per page

in the booklet.

Sumerians Akkadians

Chaldeans Phoenecians

Assyrians Persians

Hittites Babylonians

Hebrews/Israelites

Ancient Middle Eastern Empires

Ancient Middle Eastern Facts

Created the wheel, Ziggurats, & Cuneiform

Created world’s first written code of laws

First Empire builders in World History First to use iron weapons

World’s First AlphabetCreated Royal Roads that stretched across Mesopotamia

World’s First Monotheists First chariot builders

Seafaring traders, eventually move to Carthage

Created library at Nineveh

City-states included Ur, Uruk, LagashEmpire was centered in Asia Minor; its capitol city was called Hattusas

Established cities such as Tyre, Byblos, and Sidon

Moved into the land of Canaan, later enslaved by Egyptians

Fierce warriors that wore body armor and besieged cities using ladders and battering rams

An Indo European group that borrowed aspects of culture from the Akkadians

Defeated Assyrians and built the Hanging Gardens at Babylon

Conquered land empire that stretched from the Indus River to the Aegean sea

Used Satraps to govern their large empire

Scientific findings make up the basis for astronomy & Astrology

Leaders:

Abraham Xerxes

Sargon Zoroaster

Hammurabi Cambyses

Moses Saul

David Cyrus I

Sennacherib Darius

Ashurbanipal Nebuchadnezzar

4 Materials from mentor teachers

The Jersey

Vocabulary Work

Directions:

1) Find the word in the book. 2) Write the sentence which contains the word. 3) Use context clues to define the word.(do not use a dictionary)

________________

SENTENCE:__________________________________________________________________________________________________________________________________________________________________________________________

DEFINTION:_________________________________________________________________________________________________________________________________________________________________________________________

________________

SENTENCE:__________________________________________________________________________________________________________________________________________________________________________________________

DEFINTION:_________________________________________________________________________________________________________________________________________________________________________________________

________________

SENTENCE:__________________________________________________________________________________________________________________________________________________________________________________________

DEFINTION:_________________________________________________________________________________________________________________________________________________________________________________________

________________

SENTENCE:__________________________________________________________________________________________________________________________________________________________________________________________

DEFINTION:_________________________________________________________________________________________________________________________________________________________________________________________

________________

SENTENCE:__________________________________________________________________________________________________________________________________________________________________________________________

DEFINTION:_________________________________________________________________________________________________________________________________________________________________________________________

5 Action Research

Action Research

I have been teaching in secondary school #5 named by Mirzo Tursunzoda. My school is situated not far from the center of our region called Hisor. I’ve been working in this school for seven years. I teach English as a foriegn language. Our school is very big it has 2375 students and 103 teachers. It’s a secondary school because we have elementary students, middle school students and high school students. Education is in two languages Tajik and Uzbek. At school students learn different subjects and English is one of them, the requirement to learn English is very high, students are eager to learn English and parents also want their children to learn English. But some students have challenges’ with learning the language. The students are mainly from two backgrounds about 70 present of them are from Tajik families and 30 present are from Uzbek families. As I said before students have some challenges. They’re not confident,afraid of making errors and some prefer to keep silent then to speak with mistakes. That’s why I decided to do research work on following topic. And I think it’s a real issue to make research.

How can I correct errors in oral language in ways that do not discourage my students from communicating freely in English?

What causes my students to feel ashamed of their errors?

How can I increase my students’ participation in the lesson?

What techniques can I use to help my students?

When I correct my students errors they feel upset and if I don’t correct their English goes wrong. That’s why I considered this issue an important topic to do research, study the problems and learn the ways of solution, correct their errors

by encouraging way and help them to communicate in English freely.

There are many things which cause this problem: first our students begin to learn language from the second grade when they’re 7 or 8, Tajik classes learn Russian and Uzbek classes learn Tajik and Russian. And from the third grade they begin to

learn English. So for Tajik students English is the third language and for Uzbek students it the fourth language. As the students are from different backgrounds all of them use their own languages at home and English they hear in school during English classes. Their motivation is very high to learning English. Some students just enjoy speaking English, some of them have their own goals they wish to study abroad and they realize without English they can’t, some of them learn English and in future wish to have a good job, some wish to live in foreign countries. Taking into consideration all of these we’ve organized an English Club and every Wednesday is an English speaking day in our school Tuesday after the classes we get together and do different activities: do preparations for some event, develop quiz games for the whole school, edit wall newspapers or do some preparations for the English day like translate the Timetable into English and hang it in the corridor for everybody to see arrange school competitions between classes. We try to motivate our students, increase their interest toward the English language.

But still we have some difficulties with sources its lack of English teachers, lack of good textbooks and there’s no Internet access in the school. All this things influences negatively on students leaning.

What I plan to do. First I will observe conversations, actions, reactions, students’ behavior and their climate of the environment in learning centers, interview my students and collect all the information to assess. Then I will organize a group for students who are shy or don’t feel confident. I will begin my work from January and till January I’ll have groups and plan for the course. I will focus on students’ oral communication and develop activities according students needs and abilities of learning, interests and learning styles and activities which develops their thinking and speaking skills and creativity. And in the classroom activities I’ll put them with strong students in groups and pairs and create the natural atmosphere of learning from each other.

For analysing data I will use different techniques as observation, interviews, discusssions, focus groups and performance asessments.I will use the following tools: Organizing my evidence into themes or categories, Analysis using emergent themes, Getting started: The first shifts, shakes, and shuffles, Coding my data, Traingulating data, Ethics and bias, Peer work: Ensuring reliability of my coding, Reflective analysis, Data analysis chart

Sharing the final project

Going back home I’m going to share with my students, friends, collegueas the things I’ve gained duing the program. I’m going to use all methods and techniques in my lessons and in extracurricular activities, English club, and for my colleguas I will organize some workshops and share my lesson plans, strategies, materials from my mentor teachers, fieldwork reflections, the abstract which we developed in group of three from different countries for the End of the Conference Program, It’s Teachers working with parents and local community. I’ve got lots of ideas abuot this toipc and going to share them with my colleguaes and discuss the ideas take something and implement it in our school. I’ve learned some activities and stratigies which is useful in every subject and I’ll share it with my colleguaes. And also I’m going to discuss the idea of making portfolios and the advantiges that every time you can make changes like update your portfolio. As we have English Teachers Assosiation meeting I can present my porthfoilo in Asosiation meeting and let other teachers know about the creating portfolio. Our Teachers Asosiation has its newspaper called ETAT (English teachers asosiation of Tajikistan). It’s published monthly and artiles from teachers are welcomed so I’m going to write an article about my visit, expirience in US and discuss the portfolio. I’m sure that our teacher will like it because it’s easy to use, make changes, saves you from paper and pencil work, is not heavy to carry if you’re going to take it with you, it’s a new way of collecting documents together, a good example for students.

References

The Power of Questions

A Guide to Teacher and Student Research Beverly Falk Megan Blumenreich

6 Conference Abstract and Presentation

End of Program Conference

TEA Fall 2007

Proposal Abstract

General Area

Presenters: Atiya Siraj

Daniya Gaisina

Gulnora Kamolova

Virginia “George Mason University”

Title: “Teachers working with parents and Local Community”

Introduction

PTA

With sincere gratitude to IREX, like us teachers from overseas, had this great opportunity to come and observe Middle and High public schools of America. Our field visits to particular schools have boarded our horizon and enhanced our knowledge about the successful learning objectives of students here. Among other remarkable and innovative things learned about school policies, one is the PTA. That is, Parents Teachers Association.

We have discovered that no policy of school administration and the goals/objectives of can be realized without the support of Community. The schools here give due and significant importance to active involvement of parents in school and learning activities.

It is really amazing to notice that the school authorities empathize greatly and enthusiastically on the support of parents for the successful accomplishment in schools.

What we’ve come to know through our visiting and observing and associating with the teachers and students is that, this PTA is a committed and supportive part of a school which contributes largely and helps students. The student who are more other than their children.

These PTAs, we’ve learned help students to become life-long learners and successful citizens.

Now what is PTA.? It is a part of school with a noble mission, which plays important role to improve Communication between parents and teachers becoming a PTA, can demonstrate to his/her child the importance her/his place on education.

Helping Your TeenagerSucceed in SchoolTo succeed in school and work teenagers need to know they are capable of doing a good job.Teachers working daily with middle school and high school students report that the mostimportant "school supply" a teenager can bring to school is a "Can Do" attitude!Help Your Teenager Get Organized• Expect responsibility: Encourage your teenager to plan out a daily routine and stick to it.• Schedule study time: Post a family calendar that schedules study time and school project deadlines,athletic activities, mid-term dates, exam periods and report card deadlines.• Keep track of assignments: Turning in assignments on time is essential and an assignment book isthe key. Encourage your teenager to write down all assignments and the dates due and check thisregularly to keep the work on schedule.• Help with homework: Giving help does not mean doing, but helping to understand assignments,listening to oral reports and proofreading first drafts or discussing a problem.• Provide a study place: Provide your teenager with a desk or table in a quiet place with a bright lightand a comfortable chair. Keep a supply of paper, pencils, pens, ruler, tape and stapler on hand toavoid lost time. Handy paperback reference books are an asset-dictionary, atlas, thesaurus andalmanac.• Provide materials for organizing: Successful students keep materials for each subject separate.Some use notebooks with folders, others use colored-coded notebooks. Whatever system yourteenager likes, provide the supplies and work with them to make certain the system is used.Support 100% AttendanceSome kinds of absences are unavoidable, but the trend toward taking students out of school for medicalappointments, family vacations and even shopping trips, should be eliminated.It Takes TeamworkThe school can send newsletters and notes home, but teachers also need to hear from parents if the best job isto be done for a student.• Help's Nearby: Please urge your teenager to seek individual help from his or her teacher{s}whenever a difficulty arises.• Call teachers: When you have a question or comment about school or your teenager's work, pleasecall his or her teacher. They want to hear from you. It's important to call if something your child saysabout school doesn't quite ring true. Call and check out the story.• Get involved: Attend school activities--open houses and parent/teacher conferences. When yourteenager sees you involved he or she will also see education as a high priority. Another way todemonstrate your commitment to education is to become a school volunteer.Permission to reprint granted from the Minnetonka Public Schools, 261 School Ave., Excelsior MN 55331Page 1 of 17

You Can Make A Difference!

Parents play a major role in bui1ding confidence in their children by encouraging them in these ways:

Be generous with praiseA good rule of thumb is five positive comments for each negative one. Don't be insincere, but look carefully for thingsthe child does right to comment on first--then approach the negative in a positive way.Say "I love you” in many ways• Spend time with your child doing what he or she wants to do.• Give honest praise in the presence of others.• Say "I'm sorry" when you are.• Forgive when he or she hurts or disappoints you.• Take time to LISTEN.• Respect your child's opinions.• Show physical affection "did you hug your child today?"• Let gifts be symbols, not proofs of love.Encourage "personal best"Help your child by encouraging him or her to do their "personal best" in school and at home. Remember, "personal best"does not mean "perfect," and learning is not the same as high grades, and children like adults must have the freedom tomake mistakes and learn from them.Let your priorities showYour attitude toward school attendance, education and involvement in the school makes a strong and lasting impressionon your child.Keep skeletons in the closetIf you want your youngster to succeed, don't provide such excuses as, “I was never any good at math either."Show interest in school workTalk about school each day. Ask to see classwork, encourage your teenager to discuss new ideas and defend his or heropinions. Express your pride in thoughts expressed and ski11s shown. Show interest and appreciation.Avoid pressuring your teenPressure results from comparing one person against another. Inspire a young person to perform to his or her own“personal best." Have specific suggestions about how your child can do better:• Reading the assignment when it's given• Keeping a list of new vocabulary• Proofreading material to catch errors before writing a final draft• Outlining a chapter to prepare for class• Reviewing notes before a testHelp set goalsAt the beginning of each quarter or semester of the school year ask your teenager to identify three or four goals. (Youcould settle for just one!) Put the goals where the teenager can frequently refer to them. (Many parents find therefrigerator an excellent spot.) Make sure the goals are more specific than just "better grades."Page 2 of 17

Listen-So They'll TalkGood communication builds good relationships and is the best foundation for helping your teenager learn tomake more of his or her own decisions.Listening is an art that requires practice. Here are some ideas to help you become a better listener for your

child's sake.Be attentiveStop what you're doing as soon as you can and give full attention. Focus fully on your child's words, using eyes as wellas ears. A youngster may say nothing is wrong when dejected looks tell you differently. So be sensitive to tone of voiceand expression. Ask yourself what your child is trying to tell you.Encourage talkEye contact, a smile, a nod and one-word responses indicate understanding if not agreement. Keep questions brief, openand friendly, and try to avoid "why" questions. Children don't always know all the reasons behind their actions andfeelings and open-ended questions won't help.Often repeating an important idea your teenager has expressed, but in a tentative way, draws the child out. "Itsounds like your feelings were hurt when she said that." "You must feel very proud to have done that. Am I right?"Try to empathizeUnderstanding others begins with empathy, putting yourself into another's shoes. Empathizing with your teenager maytake imagination and patience, but try to focus on underlying feelings the child may be having difficulty in expressing.Listen with respectReact to your teenager as you would to an adult friend. Grownups tend to do most of the talking when conversing withyoung people. LISTEN as much as you talk. After speaking for half a minute or so, stop and let your youngster have achance. Accept the fact that teenagers are complainers. Let them get their grievances oft' their chests. Try not to interruptor push a topic they don't want to discuss.Talk-so they'll listenTake time to have relaxed conversations alone with each of your children on a regular basis-five to 10 minutes each day.Frequent talks will help you spot difficulties before they become real problems. In open discussions, various points ofview are expressed and everyone both TALKS AND LISTENS. It is often helpful to be doing something together whenyou talk-and preferably when others are not around.Here are some specific guidelines for talking with adolescents:• Show respect. As you did in listening, so in. talking. Show your teenager the same courtesy and interest you would showyour adult friends.• Be brief. The time to stop talking is before your teenager stops listening! If you must get across a message, feed a littleinformation-- remember the HALF-MINUTE rule for good listening?-then ask for comment before adding a little more. Tryhot to lecture.• Be aware of your tone of voice. Often it's not what you say but how you say it that conveys your message--how loudly,softly, fast or slowly you speak. You also communicate with eye contact and facial expression.• Be specific. Strive consciously to communicate in simple and specific terms.• Help your teenager empathize with you by expressing your feelings. Reveal some of your inner self. Let your child knowyou also are an individual and can be hurt by others, even confused in your thinking and fearful of certain situations.Source: Helping Youth Decide, National Assn. of State Boards of Education, Helping Youth Decide Project. For additional information or materialswrite NASBE, 701 North Fairfax St., Suite 340, Alexandria VA 22314.Copyright National School Public Relations Association

Page 3 of 17

Saying 'No'There are lots of ways to say NO when it is appropriate to do so. Teenagers are more likely to stand up forthemselves and their beliefs if they can do so without embarrassing themselves or offending their friends.One of the things that teens have to learn-and parents can teach them-is that it's a11 right to be different once in

a while, that real friends will respect their individuality and honesty. You can point out that bucking the crowd canactually be a source of strength-and so can speaking up in an effort to change minds among their friends.How Peer Pressure WorksDiscuss with your teen how peer pressure works. Suggest that friends who are pressuring may be feeling pressurethemselves and may even be relieved if someone else has the courage to say NO and to explain why.What Makes A Leader?Talk about qualities that make a leader. Explain that saying NO doesn't have to mean being left stranded by friends andpeers. One can disagree and gain support by offering a better idea. People admire those who offer new ideas and seemconfident of themselves and their beliefs.Say No GracefullyDiscuss ways of saying NO gracefully. A polite "No, thank you" will have a better effect than a rude or insulting refusal.Giving a reason without being critical is less threatening to the other person. Using humor eases the tension and takes thespotlight off a refusal. And, suggesting alternatives will let friends know that you still want to to be with them-even ifyou don't want to do what they have suggested.Stay involved. Whatever you do keep trying. Talking to a school counselor, teacher, minister or trusted friend may help. Raising thesubject one day, but waiting until the next to talk about it, may help. Good communication will make the teen years a lot easier oneach of you.Setting Limits-When Parents Must Say NoFirm, fair, clear and consistent guidelines are especially helpful when teenagers are wavering and unsure about what tothink or do. Your rules can serve as an excuse for them not to go along with the crowd. ("I can't, my mom would killme.")• State the rule calmly. An angry order is often taken as a direct challenge on, as an attack on your children'sfriends or taste.• State your reasons for the rule. Teenagers want to know why. Even if they don't agree, they will understand thatthe rule is based on your concern for them, not on your wish to keep them from having fun.• Assure them there win be new privileges as they get older. Explain that trust is earned. And be sure to keep thepromises you make. Few things will undermine your relationship faster than unkept promises.Source: Helping Youth Say No, National Assn. of State Boards of Education, Parent Education Project. Otherpublications include Helping Youth Decide and its Spanish counterpart Decidiendo Juntos, designed to improve parentchildcommunication; Helping Youth Decide: A Workshop Guide assists those working with families to provide, in agroup setting, additional insight in communication and decision-making skills. To receive single copies of thesepublications or additional information about the Parent Education Project write NASBE, 701 North Fairfax Street, Suite340, Alexandria VA 22314.Copyright National School Public Relations AssociationPage 4 of 17

Self-Esteem: The Key to Success in School and in LifeCritical decisions in children's lives, such as whether or not to use drugs or to stay in school or drop out, areaffected by their sense of self-worth--their self-esteem. Helping children develop good self-esteem isprobably the most important thing parents can do for their children, because self-esteem is the foundationon which children build the rest of their lives.• People with high self-esteem are capable of making good decisions, proud of their accomplishments,willing to take responsibility and able to cope with frustration.

• Self-esteem is closely tied to family and environment. When children feel that they are listened to,taken seriously and genuinely cared for, their self-esteem is high.Source: The National PTA, "Back to School Guide for Parents" special advertising section, Redbook Publication 1987, The HearstCorporation. For additional materials and information write The National PTA, 700 North Rush Street, Chicago IL 60611.

15 ways to help children like themselves1. Reward children. Give praise, recognition, a special privilege or increased responsibility for a jobwell done. Emphasize the good things they do, not the bad.2. Take their ideas, emotions and feelings seriously. Don't belittle them by saying, "You'll grow out ofit" or "it's not as bad as you think."3. Define limits and rules clearly, and enforce them. But do allow leeway for your children withinthese limits.4. Be a good role model. Let your children know that you feel good about yourself. Also let them seethat you too can make mistakes and can learn from them.5. Teach your children how to deal with time and money. Help them spend time wisely and budgettheir money carefully.6. Have reasonable expectations for your children. Help them to set reasonable goals so they canachieve success.7. Help your children develop tolerance toward those with different values, backgrounds and norms.Point out other people's strengths.8. Give your children responsibility. They will feel useful and valued.9. Be reasonable. Give support when children need it.10. Show them that what they do is important to you. Talk with them about their activities and interests.Go to their games, parents' .day at school, drama presentations, and awards ceremonies.11. Express your values, but go beyond "do this" or "I want you to do that." Describe the experiencesthat determined your values, the decisions you made to accept certain beliefs, the reasons behindyour feelings.12. Spend time together. Share favorite activities.13. Discuss problems without placing blame or commenting on a child's character. If children know thatthere is a problem but don't feel attacked, they are more likely to help look for a solution.14. Use phrases that build self-esteem, such as "Thank you for helping" or "That was an excel1entidea!" Avoid phrases that hurt self-esteem, "Why are you so stupid?" "How many times have I toldyou?"15. Show how much you care about them. Hug them. Tell them they are terrific and that you love them.Remember the Power of Praise!Copyright National School Public Relations Association

Page 5 of 17

Coping With ChallengeStay friends with your teenagerDon't, DON’T retreat from your child's life when he or she becomes a teenager. Yes, your child will demandmore freedom and privacy but he or she will need your friendship, support and caring even more.Meet your teenager on his or her own ground. Find out the teenager’s interests and share them. Your childmay not want to sit with you, but you’ll have something to talk about after the game. Challenge your teenagerto a tennis match--or to doubles with another parent-child team. Take a class together. Work on a projecttogether instead of separately.If a gulf has already started to widen--bridge it. It's never too late to begin-or resume--doing things withyour child.

'Turn Down That... "Can a teenager really learn while the radio's blasting? If your teenager says he or she concentrates better withmusic in the background, what is meant is the teenager is in the habit of studying with music on.What can you do? Try phasing out the music over a week or two by turning down the volume a little at atime. If your child complains about needing the music to drown out the TV or people's talking, examine thenoise level in your household. Perhaps you can designate quiet places or quiet times.Form a Parent Network“Everybody does it,” says your child.NO, everybody doesn't do it, but you’ll never know for sure unless you talk to other parents. Whether youvisit with other parents over the back fence or have organized monthly meetings, parent support groups are aneffective way of dealing with the responsibilities of being a parent.Some groups have been formed by parents of children with chemical abuse problems. Others havedeveloped among parents who want to prevent problems. They may set common rules for their youngsters.They may organize activities that are an alternative to questionable parties or recreational activities theirchildren want to attend. Past networks have established rules on topics such as these:• School night and weekend curfews• Youngsters' responsibility to let parents know where they are at all times• Adult chaperones at all parties• No drinking and driving• No overnights without communication between parents• No party-crashing.Evaluate the value of TVThe average American child watches television five hours a day, or 1,825 hours a year.• Protect your child's reading, studying and activity time by controlling the television.• Consider time limits, or keeping the TV off until after homework is completed. Or you can schedulespecial programs into your family calendar, but limit total TV time. Some families use TV as anincentive, letting children earn TV hours with chores, or well done homework.• Keeping activities in proportionPage 6 of 17Sports, after-school classes and music lessons are all beneficial activities. However, your child'sschoolwork can suffer if he or she doesn't have time for relaxing, phoning and socializing. Watch yourteenager's schedule carefully to be certain he or she does not become harried and pressured. Communicateclearly that school is the top priority. If a parent doesn't help protect study time, it can easily be whittledaway.

Weight the Gain in "Gainfully Employed"A majority of high school students today have part-time jobs, averaging about 20hours a week, according to arecent national survey.These jobs help students develop self-confidence, learn job skills and gain a better understanding of theworking world--plus earn spending money!However, devoting this much time to a job means that teenagers have less time for other activities--andoften it's their schoolwork that suffers.• Be sure your teenager's job is governed by your family's priorities.• If your youngster aims for college, studies are important-more important in the long run than thestereo he or she is working to buy or the car the teenager is going to have to support.

• If the teenager wants to begin a career straight out high school, help him or her to be aware that anemployer may value performance in vocational courses more highly than hundreds of hours of minimum-wage work.Monitor eating, sleeping habitsSet and enforce good health habits.They'll payoff for your teenager. Too many children succumb to the taste-temptations of junk food and thetime-temptations of late night TV, which wrecks havoc on their health habits. Establish good nutrition rulesand stock the refrigerator with nourishing snack food.Setting limits is a sign of love which your children will actually appreciate at the very same time they'rearguing against them.A youngster may say he or she is not hungry for breakfast before school, but the same child win havetrouble concentrating in class from 9 a.m. to noon because his or her energy level is too low.Permission to reprint granted by Minnetonka Public Schools, 261 School Ave., Excelsior MN 55331Copyright National School Public Relations AssociationPage 7 of 17

DisciplineA Three-Point Plan"A three-point 'constructive discipline' plan nets good results in school and home.'" Designed by the LosAngeles (Calif.) County Office of Education, and written up in Parade Magazine, a "constructive discipline'"program for students is producing results. There are three parts to the technique:1. Reward good behavior with praise, recognition, prizes and privileges.2. Ignore minor infractions or work out deals to reward children for reducing minor misbehavior.3. Punish only "major misbehavior'"-vanda1ism, truancy, disruption, fighting, resisting authority, druguse.Parents easily can adapt the program at home.Families Who CareIn Green Bay, Wis., parents from public and parochia1 schools joined together to develop guidelines to helpparents concerned about their children. The guidelines have four main sections:1. Family Communication--Know where to reach each other by phone. Be awake or awakened, when yourchildren come home at night. Assure your children they can telephone you to be picked up whenever needed.Get to know your children's friends and their parents. Form a parent network and call one another about concernsor questions. Support school regulations as a family.2. Reasonable Hours--On school nights, children should be home unless employed or attending school,church or community events, or studying at the library. Parents agreed that students should be home a halfhourafter the activity ends.

3. Social Life--Be alert to signs of drug and alcohol abuse and be aware that driving after drinking or druguse is a crime. When a child is going to a party, feel free to contact host parents to verify the occasion and

check on supervision. Ask what win and win not be served. As a host parent, encourage your children to tentheir friends their parents are welcome to inquire about the party.

4. Malls and Shopping Centers--Be sure your children know where to go for help if problems occur.Encourage reasonable time limits for shopping. Be aware of the amount of money your children have to spendand what items are brought home.10 Ways Parents Can Improve Discipline1. Be familiar with school rules and regulations and support them.2. Take an active interest in your child's activities, both academic and extracurricular.3. Talk to teachers about your child's behavior patterns.4. When consistent discipline problems occur, talk to your child. Find out why he or she is misbehaving. Be an activelistener.Page 8 of 175. Stress the importance of good discipline at home and at school to your child.6. Monitor your child's behavior at home by encouraging the discussion of daily events.7. Be a good role model for your children.8. Show respect for your children and they will show respect for others.9. Encourage independence. Give your children a chance to take part in making decisions about things that affect theirlives.10. Be sure your child eats properly. Bad eating habits can cause disciplinary problems.Good behavior begins at home. And, that's where parents can help children become well-adjusted, self-disciplined, lawabidingcitizens. Control...conduct...rules. We know what discipline is, but it is difficult to define. By cooperating withteachers in enforcing the school’s discipline policies and holding the same policies for a child's activities at home,parents can be a part of their child's educational development.Source: Parental Involvement, An Agenda for Excellence, Pennsylvania Public Schools.

Discipline at Home = Behavior in SchoolNever punish in anger and remember that punishment does not meanabuse, rather restriction of activities or reduction of privileges.How parents handle discipline at home translates into a child's behavior in school. Suggestions for parents tofollow in order to provide better discipline practices include:• Use a positive approach. Say "do this" more than "don't do that."• Say what you mean...and mean what you say. And don't fool yourself, a child knows thedifference.• Be clear. A child should never be confused about the rules. Rules should be simple andexplained carefully.• Be reasonable and understanding. When possible, explain why things have to be the waythey are. And try to understand your child's feelings about how things are.• Remind yourself that children are different. What works with one child may not workwith another.• Set an example for your children. Your own behavior is the base for establishing yourexpectations of them.• Set limits on your children's behavior. Agree with your children on the limits and make itclear what the consequences are for breaking the rules. Enforce the consequences when

necessary.• Be certain that you punish when you say you will.• Punish as soon as the misdeed is done...don't put the punishment off for a later time or toanother person.• Stick to your decision. Never let a child talk you out of a punishment you feel is necessary.Source: Pennsylvania Department of Education, "An Agenda for Excellence in Pennsylvania Public Schools."Copyright National School Public Relations AssociationPage 9 of 17

Drug Abuse and Your Teens: What ParentsShould KnowDrug use is too widespread to assume that it will never touch your son's or daughter's life.How can I tell if my child is abusing drugs or alcohol?.

If you find alcohol, drugs, or drug paraphernalia in your child's possession, there's a strong probability thatyour child is using drugs. Certain behaviors also can warn you that your child may be involved with drugs:• Abrupt change in mood or attitude• Sudden decline in attendance or performance at work or school• Impaired relationship with family or friends• Ignoring curfews• Unusual flare-ups of temper• Increased borrowing of money from parents or friends; stealing from home, school or employer• Heightened secrecy about actions and possessions• Associating with a new group of friends, especially with those who use drugs.While these behaviors may indicate drug use, they may also reflect normal teenage growing pains. Byobserving your child, getting to know his or her friends, and talking to your child about problems includingdrugs and alcohol, you should be able to learn whether he or she is involved.What do I say if I think my child is abusing drugs?In a straightforward way, tell your child about your concern and the reasons for it; taking drugs is harmful toone's physical, mental and social well-being. Tell your child that you are opposed to any drug use and youintend to enforce that position.Remember, if your child is using drugs, she or he needs your help. You may want help also. Seeking thesupport of other parents in your community will enable you to handle this problem in a more understandingand helpful way. Don't be afraid to be a strong parent.How can I stop my child from using drugs?If, after you've established a rule against drug use, your child violates it, it's time to back up that rule withdiscipline. Unless you're prepared to enforce it, the rule win become meaningless.One of the most effective punishments is grounding. Forcing the child to stay home gives parents and thechild a chance to talk. Also it is important to talk to the parents of your child's friends about why you havetaken this necessary action and to ask their support in making it succeed. If peer pressure is part of theproblem, grounding removed your child from the group.If the problem becomes too much for you to handle alone, consider professional help. Counselors trainedin working with youth can help re-open communication between parent and child. Contact your child's

classroom teacher or building principal to help you locate help to supplement your efforts at home toeliminate your child's involvement with drugs.How can I work with other parents to stop or prevent drug abuse?One way is by joining a parent peer group. These groups are based on the idea that the most effective way tostop a child from using drugs is to stop his or her friends from using them too. When parents join together andPage 10 of 17take a united stand against drug use, they become much more effective than if they act separately. Parents canalso benefit from the support of other parents by helping each other resist pressure from parents who do notset the same limits on their children's behavior.Parent Peer Groups Can Provide:Education.. ....researching and sharing information on drugs and thehazards of drug use.Support......providing emotional support to one another in copingwith their children's drug problems.Community action......approaching local and state governments, schoolofficials and businesses for their cooperation instopping drug abuse.For more information:National Clearinghouse for Drug Abuse Information, Post Office Box 1909, Rockville MD 20857Alateen, Al-Anon Family Group Headquarters, Inc., Post Office Box 182, Madison Square Station, New YorkNY 10159National Clearinghouse for Alcohol Information, Post Office Box 2345, Rockville MD 20852National PTA Drug and Alcohol Abuse Prevention Project, 700 N. Rush St., Chicago IL 60611Source: National PTA, 700 N. Rush St., Chicago IL 60614, made possible with a grant from Chevron U.S.AInc., San Francisco, CA (Excerpted with permission from the National Institute on Drug Abuse publication,Parents: What You Can Do About Drug Abuse.)Copyright National School Public Relations AssociationPage 11 of 17

Helping With HomeworkParents who help their children, in elementary, middle or high school grades, with homework play a majorrole in boosting student achievement.Some Guidelines:Set a regular time and place. In the primary grades, before homework is assigned, take time daily to read toyour child and discuss what's happened during the day.In the upper elementary grades, a half hour should be set aside for studying and reviewing. Ask yourchild's teacher how much time he or she would recommend for homework.

In the junior high and high school years establish with your child a homework schedule that you bothagree on and then see that it is followed.• If the homework includes directions, read them carefully-or ask your child to read them to you-to make certainthey are clearly understood before starting work.• Check to see if your child is following directions. If there are problems, demonstrate one as an example, do thenext one together, and then have your child finish the assignment alone. Offer to read the finished work andhelp your child correct any mistakes. Don't give the answer or do the work for the child.• If you don't understand an assignment your child has received, contact the teacher--or advise your child to go tothe teacher for help. Write teachers from time to time indicating what you have noted about your child'sprogress with homework.• Be certain your child has a quiet place to study with good light, necessary supplies-paper, dictionary, pencils,thesaurus and a secure place to keep materials where they will not be disturbed.• Conduct spelling practice, math drills and other activities to help your child.Special Help:Many school districts are establishing support activities to help with homework assignments. Theseinclude:• Hotline resource lines handled by teachers during study hours in the evening. Students or parents can call infor help.• Parent hotlines staffed by parent volunteers working to help students and/or parents with homeworkassignments. Many such hotlines offer bilingual help.• Community and/or school homework/tutoring center. More and more community groups, parent volunteersand school personnel are setting up special homework/tutoring centers to help students after regular schoolhours or in the evening. Several successful programs for both students and their parents are being held onSaturdays.

Help Children See Value of StudyingOne of the most important ways you can help your children with their homework is to help them believe thetime they spend studying will make a difference, according to Homework: Helping Students Achieve, abooklet published by the American Assn. of School Administrators. Here are some ways to do that:• Stress that homework is important. Set and provide a suitable place.• Be available to quiz your son or daughter• If your child has trouble with schoolwork, take time to sit down and find the root of the problem. A session withyour son or daughter’s teacher may help.--IASB: School Public Relations Service, Illinois Assn. of School Boards. Copyright National School Public Relations AssociationPage 12 of 17A Parent's Guide to Helping Teenagers CopeTeenagers long to be accepted, to be part of a group. And groups of teens want everyone todo things the group's way. That's peer pressure and it comes in many forms.Some peer pressure is good...Wanting to get good grades in school, to excel in a sport, or to become a good musician canall result from positive peer pressure.Some peer pressure is bad...The pressure to try drugs, to drink or smoke, to take wild risks, to do something illegal alsoresult from peer pressure.Sometimes peer pressure comes in the form of a direct challenge: "If you don't join us, you're out!" More

often peer pressure will be in the form of silent rules. "Do it with us or be excluded.” No matter what its form,peer pressure is real and teenagers are especially vulnerable. To help your children during their teenage yearsyou can begin with understanding.The Search for IdentityWhen they are young, children tend to accept the values and beliefs of parents and other adults. Then one daythey begin to think about and question those values and beliefs. This is part of making them their own and aprocess teenagers go through. Friends are important in this process because they provide feedback. Teenagersneed reactions, and their fellow teens are willing to give honest opinions, to listen, to be sympathetic eyes andears as they all try out new roles and ideas.This doesn't mean parents aren't important to them anymore. They are. Teenagers may not ask youropinion on clothes or music, but when it comes to important things--an illness, job, college or career plans,they are listening--even if they don't always show it.The Search for Independence• Parents want children to become self-sufficient, to make their own decisions. The problem is somedays your teenagers may amaze you with their mature insights and the next astound you with somefoolish stunt pulled with friends.• Rebelliousness is inevitable and can even be healthy in adolescence.• Questioning rules, taking risks, testing limits are all part of the way teenagers prove to themselves andtheir friends that they do have some control over their lives.• Parents do have to set clear limits in these years. They must recognize both the movement towardindependence and the continuing need for guidance and authority. It is a delicate balancing act.• Hanging out in groups, dressing and talking like their friends and being part of the crowd are alsonormal ways of struggling for independence. It builds the confidence necessary to take the big stepinto adulthood and genuine independence.• With the help of peers, teenagers learn how to build friendships including friendships with theopposite sex. They learn about trust, compromise and the value of friendship. Teens use each other todevelop and practice social skills that will serve them throughout their adult lives.Page 13 of 17• Peer groups provide the testing ground for trying out emerging adult identities. They are a bridgebetween childhood dependence and adult independence. That is why friends and peers are soimportant in a teenager's life.• There will be times when teenagers win want to do things that you believe are wrong. There arethings you can do to help and guide the way through these years to help your child survive what canbe bad peer pressure.Pointers for ParentsThe key to dealing with peer pressure is self-confidence. Teens who are unsure of themselves-and want to beaccepted-are much more likely to give in to negative peer pressure than those who have plenty of confidence.Here are some ways parents can help teenagers develop self-confidence:• Show interest in your teens' activities• Support your teens' growing independence. Encourage responsibility.• Help set realistic goals

• Avoid personal criticism. When it is necessary to be critical, it is better to attack the problem.• Show your teens you love and respect them. Knowing they can count on you will help in developingconfidence in relationships with people outside the family.Thinking Ahead• You can help your teenagers anticipate problem situations before they arise.• Bring up a situation that worries you. Ask what your teenager would do in such a situation. Listen tothe reaction. Try to respond by asking further questions and making suggestions-not lecturing!• Consider alternative actions. Discuss different ways of reacting to a peer pressure situation. Talkabout the consequences of various alternatives.• Leave the discussion open for further consideration. Your goal is to help think through the issue in acalm way-not to force your opinion or to extract a reluctant promise. Give your teenager a chance tothink about it and draw his or her own conclusions.Making a DecisionOne way to help your teenagers become better decision makers is to step out of your role of exclusive decision makerand take on the new role of coach and helper. Teach these steps for making a decision:1. Discuss the problem. What is it you need to do or decide? What do you know about this issue?2. Gather more information. What do you know from other experiences that would help? What do you need toknow more about before making the decision?3. List the alternatives.What are all the possible choices? Are there others you've forgotten?4. Examine the consequences. What will be the results, good and bad, of each alternative? What are theconsequences, in the short and long run of each? How do you feel about each choice today? How do you think you willfeel next week? Next year?5. Consider feelings and values. How do you feel about each alternative? Each consequence? How does each fitwith your values, your family's values and community expectations?6. Choose the best possible course of action• Make decisions together. Go through the steps with your teenager. Remember that those who contribute to adecision are much more likely to stick to it.• Create opportunities for your teens to make decisions on their own. When a good decision is made-especially whenit is the teenagers'-it is important to praise the child and let him or her know you're proud.Source: Helping Youth Say No, National Assn. of State Boards of Education, Parent Education Project, 701North Fairfax Street, Suite 340, Alexandria VA 22314. .Copyright National School Public Relations Association

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Preparing Students for the 21st CenturyFCAT Passing Scores for High School Graduation:MATHEMATICS: 300 READING: 300All 10th-grade students tested after February 1, 2002, will have to earn scores of 300 for both reading and mathematics.Students will have multiple opportunities to take the test to earn a passing score prior to graduation in the 12th grade.Who received Certificates of Achievement?Certificates of Achievement apply only to student scores on the Sunshine State Standards portion of the FCAT.Recognition for outstanding performance is given to:• 4th-grade students who score a 5. or above in writing• 8th- and 10th-grade students who score a 5.5 or above in writing

• students who score at Achievement Level 5 on FCAT reading and mathematics

PurposesThe primary purposes of the statewide assessment program are to provide information needed to improve the publicschools by maximizing the learning gains of all students and to inform parents of the educational progress of their publicschool children. The program is designed to:• assess the annual learning gains of each student toward achieving the Sunshine State Standards appropriate forthe student's grade level• provide data for making decisions regarding school accountability and recognition• identify the educational strengths and needs of students and the readiness of students to be promoted to the nextgrade level or to graduate from high school with a standard high school diploma• assess how well educational goals and performance standards are met at the school, district, and state levels• provide information to aid in the evaluation and development of educational programs and policies• provide information on the performance of Florida students compared with others across the United States.

Checklist for Parents• Take an interest in learning and let your child know it.• Be an active school volunteer.• Talk with your child's teacher.• Serve on the School Advisory Committee.• Set high standards of achievement in all you do.• Let your child know you have high expectations.• Make sure your child is well prepared for school each day.• Encourage your child to have good study habits.• Display a positive attitude.• Emphasize learning during family time.• Be a lifelong learner yourself.Increased Support for Parental InvolvementThe 1996 Legislature established parental involvement as the eighth state educational goal, adding to the seven goalsenumerated under Florida's 1991 School Improvement and Accountability Act. Communities, school boards, and schoolsare encouraged to provide opportunities for parents to become active partners in the public school system and theirchild's education. The State Board of Education adopted standards of progress toward the goal of parental involvementon January 1, 1997.For additional information, please call the Florida Department of Education at 850-487-1785.FLORIDA DEPARTMENT OF EDUCATION www.myfloridaeducation.com342-9O102-2OK-BL-4Page 15 of 17Early High School Years--Your Goal is Just Around the CornerWhat Parents Can Do• Planning for a higher education is a family affair. The more discussion and planning which occurs betweenparents and their future graduates, the better the chances of being academically, socially, and financiallyprepared for the challenges ahead.• Help your student choose the right courses. Encourage your student to select high school courses thatwill prepare him or her for college and the world of work.• Investigate college options with your child. Accompany your child on visits to schools and helpevaluate the pros and cons of each one. Help him or her assess whether the environment will be agood one in which to learn.• Assess your savings in relation to your financial goal. Is it enough? What can you do to increase the fund?• Adjust your budget and your lifestyle. Some families wait until their child enters college to streamlinetheir expenditures. But by then it is often too late. Now is a good time to take a hard look at whereyour income goes.• Learn about college financing options. If you think you'll need help with costs, it's time to learn about

what types of assistance is available.It's important to remember these three very important facts:1) for most families, some or all financial aid comes in the form of a low-interest loan.2) most financial aid is dependent upon the student having what the U.S. Congress determines as "financial need."3) even if you qualify for assistance, it may not cover all costs.• Learn about how the financial aid process works. Don't let the paperwork get the best of you. Parentscan be cool too! Knowing how it all works can take away the mystery and give you the best chancefor receiving all the aid to which your student is entitled.Here are the basic premises upon which the whole process is based: Each year students and their parentscan file the Free Application for Federal Student Aid (FAFSA) with the federal processor. Based on income,number of family members, etc., the result is an indication of the amount that the parents are expected tocontribute toward educational costs. Financial aid officers compare this Estimated Family Contribution (EFC)figure with the cost of education at the school. If the contribution doesn't cover the cost, the student isdetermined to have financial need. The school’s financial aid office then attempts to offer enough assistance tomake up the difference. That's all there is to it!Help is, available for completing the forms from the financial aid office of the school you're applying to, aswell as local high school workshops. Many publications and websites are available to help educate parentsand students about financial assistance. Information may be obtained by accessing the U.S. Department ofEducation website at: www.ed.gov/finaidKnow how to give and get help for your child. Keep "school" as a positive goal in the mind of your futuregraduate.What Students Can Do• As you prepare to enter high school, consider how important the next four years will be in preparingfor the rest of your life. No matter which path you choose, you will need to know how to read, write,think critically, work with others and solve mathematical problems.Page 16 of 17• Plan what courses to take and study hard. The best single predictor of success on admissions testsrequired for college is the number of difficult courses high school students complete in English andmathematics.• Try to maintain a 3.0 GPA or higher to qualify for admission to colleges and to earn scholarshipmonies.• Getting good grades improves your chances of scholarships and being accepted to the school of yourchoice. Practice taking the SAT/ACT.• Read, read, read--it's the best way to improve your vocabulary!• Save money from part-time work. Try to save as much as you can from your earnings to put towardyour school expenses. Invest it to earn additional funds.• Talk to admissions officers and financial aid staff at colleges under consideration.• Visit colleges and talk to enrolled students. Arrange for a visit to the school, including anappointment with an admissions advisor and a financial aid advisor and then take a tour of the school.Often the tours are led by enrolled students, and they are excellent sources of information.• Use books and the computer to do research.• Apply for scholarships. If you have good grades, apply for a variety of scholarships. Your guidancecounselor can assist you, or the financial aid officers at the schools you are considering can adviseyou on the programs available at those particular schools. There are several scholarship search toolson the Internet that can save you an enormous amount of research. Here are two to check out:www.srnexpress.com , www.fastweb.com

• Discuss financial needs with your parents based on your college choice. Once you have narrowedyour choice of schools, you can more accurately determine how much it will cost.• This is a good time to become more familiar with the financial aid application process. Visit web sitessuch as www.finaid.org or www.collegeboard.org to review the application process, complete needand loan calculators, as well as money management and borrowing advice. There are numerousresources, become educated!

Senior Year - Let's Get Serious!Serious financial preparation for college needs to begin early in the senior year of high school. The followingsuggestions should help you stay on target with the financial plan you have established./

What Parents Can Do• Attend a financial aid workshop. Many high schools and most community colleges and universities hold collegefairs in the fall term. File your taxes early so your child can file for financial aid.• Help your child choose a school. Factors to consider are reputation, size, location, facilities, social and culturalenvironment, and cost.• Help your child apply for financial aid.• Check your credit report and repair any flaws.What Students Can Do• Apply for admission.• Work part-time and save as much as possible.• Apply for financial aid and scholarships early. Work closely with school counselors and utilize the freescholarship search services that are available on the Internet to locate and apply, for scholarships.• Put together a financial plan by estimating your potential sources of income from savings, parents'contributions, and financial aid.• Surf the web and become more knowledgeable about financial aid. You can calculate estimated Expected.• Family Contribution (EFC) by accessing www.finaid.org/calculations. Additional information can be found atthe National Association for Student Financial Aid', Administrators (NASFAA) website at www.nasfaa.org andgoing to the "Parents & Students" link.

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7 Group photos/students photos