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To read article, click on link: Teaching Students to Embrace Mistakes | Edutopia

Who Are You to Tell Me What to Do? | MiddleWeb

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As Levine (2002) states, attention is the brain’s manager, including a complicated network of controls that regulate most of the processes involved in learning and behavior. Levine, an authority in brain research and founder of "All Kinds of Minds", adds that attention does not accomplish anything on its own, but rather it helps the brain determine what to do, when, and for how long. Children who struggle paying attention in the classroom, also known as children with short attention span and/or inattentive students, frequently exhibit problem behaviors such as: •Distracted by background stimuli (irrelevant visual, auditory, and/or tactile stimuli) •Shifting from one uncompleted task to another task that is also left unfinished •Losing and/or misplacing the books and materials necessary for completing the task; forgetful •Do not pay attention to details, and due to this, they make careless mistakes •Do not seem to listen •Difficulty organizing tasks (what comes first, ne...

This is an excerpt from my popular book Keys to Meaning: What Teachers and Tutors Can Do to Improve Reading Comprehension Skills. To preview this book, click on the link at the bottom of this post.   When students understand a reading passage or a literary piece, they know what the information in the reading material means . To show understanding or meaning, children need to be able to recall or remember, to explain, to tell how something works, to restate the important ideas and details and/or to summarize. At the highest levels of meaning, students need to be able to apply or use the information (i.e. solving a problem), analyze or break the information down into parts (i.e. comparing, contrasting, sequencing), synthesize or use the information to create something new, and evaluate or telling the value of the information and giving opinions. There are two main types of literature: fiction or literature that is made-up, and nonfiction or literature about real people,...

Here are the table of contents and some background information from my book School Help: A Teacher and Tutor G uide to Help the Older Student with Limited Word Reading Fluency . Contents Background Cue System One: Phonological Knowledge Cue System Two: Decoding Cue System Three: Sight Vocabulary Cue System Four: Morphological Knowledge Cue System Five: Pattern Recognition Cue System Six: Finding Smaller Words Cue System Seven: Structural Analysis Cue System Eight: Semantic Knowledge Cue System Nine: Syntactic Analysis Concluding Comments About the Author Background Older students with limited word pronunciation, or limited reading decoding, lack knowledge in strategy using, revealing little or no understanding that different words require different word attack strategies. When they try to strategize, these children are inflexible in the decoding strategy they use, on most occasions, using the same reading decoding strategy for a...