Self-Esteem and Multiple Intelligences of Students With Dyslexia

Self-Esteem and Multiple Intelligences of Students With Dyslexia
By Susan Tan Aparejo

This study was based on the theory that the academic performance of the students is dependent or influenced by various factors such as their self-esteem and multiple intelligences. This study was anchored on the theory of West in 1997 explaining the brain hemispheric dominance of each person, by Gardner i 1993 in his MI theory, by Armstrong in his MI theory too, by Levine in 2002, by Lazear in 1993, by Shaw in 1994 and by Pollock, Waller and Pollit in 1994.The multiple intelligences includes the linguistics, logical -mathematical, bodily kinesthetics, musical, interpersonal, intrapersonal, spatial and naturist intelligences. The study hypothesized that there is a significant relationship among self-esteem, multiple intelligences and academic performance of first year students at risk with dyslexia at Gingoog City Comprehensive National High School Gingoog City for school year 2007-2008. The method used was descriptive survey.

This study was conducted at Gingoog City Comprehensive National High School, Gingoog City. The respondents were the twenty nine ( 29 ) students and twenty three ( 23 ) were males while the six ( 6 ) were females who were identified at risk with dyslexia. The three ( 3 ) sets of questionnaires were administered to gather the needed data like the test on Identifying Adult and Students with Dyslexia, Barksdale Self -Esteem Evaluation (SEI ) and Multiple Intelligence Development Series ( MIDAS ). The statistical tools used were the percentage, frequency, mean, standard deviation, and multiple regression analysis.

The findings reveals that there was a dominance among males with low self-esteem because more males were identified with dyslexia. Besides, females could handle their difficulties by being studious, diligent, obedient, patient and by trying hard in the midst of their difficulties.

The findings further reveal that majority of the respondents showed signs of mild dyslexia. Twenty ( 20 ) of 69% of the students were lack of self-esteem. Nine ( 9) or 31 % were males who suffered serious handicapped. However none among respondents had linguistic intelligence. This is understandable because of their difficulty in reading as what expert said that learning disability students affects language processing ( Wadlington, 2005 ).

It was found that the said respondents possessed different types of intelligences. Ten ( 10 ) or 34.5 percent of the students had intrapersonal skills, the ( 10 ) or 34.5 percent with interpersonal skills and musical skills too, four ( 4 ) or 13.8 percent had logical skill, and spatial skill and only one ( 10 or 3.4 percent had naturalist intelligence.

The mean of the academic performance level of the students was 75.93 percent. This shows poor result of their academic subjects. There is no significant relationship among self-esteem, multiple intelligences and academic performance.

Susan T. Aparejo, is a Ph.D. graduate at Capitol University, Cagayan de Oro City. She is a master teacher in English and adviser of SPED class for Learning Disability, Self-contained in this city.

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Assessing Students Becoming Sick During Exams

Assessing Students Becoming Sick During Exams
By Richard D Boyce

There will always be conscientious students who are sick but will come to school to do an examination. Teachers should discourage this practice both to the student and their parents as most, if not all schools, have protocols to overcome initial absences from examinations.

Encourage your students to tell you if they have been or are feeling sick prior to an examination. Then, with them, you can make a decision as to whether they will attempt it or not.

If the worst does occur and the student does get sick doing the exam, here is a process you might follow.

• Note the time this occurs on the student's exam paper at the point where the illness occurs as the student may like to continue at a later time.


• Treat the ill student in accordance with school protocol.


• When the exam paper is returned to you for marking, mark the parts of the exam that have been done prior to the illness occurring and any other work separately. Compare the two sections to see if they seem to be typical of the student's results and then discuss the results with your supervisor to decide on a mark or adopt normal school policy on how to give appropriate credit.


• Check also if the child was sick before the exam. This too could be factored into your decision about a final rating/mark for the exam. It may be that the results you already have from previous assessment items, give you enough data to give a valid level of achievement for the subject. That means you can ignore this exam result. School policy may suggest how you treat this situation.


• Always encourage a student to do the exam at a later date rather than do it when they are ill. The exam can be marked and used as a guide to their achievement as well as giving the student a real idea of how he/she understood the learning tested in that exam. This would allow him/her to do remedial work if necessary before continuing the subject or starting the next unit in the subject or the next year. These marks could be recorded with an explanation and may be used later to give extra data to help decide on the final subject rating on exit from the year or from school.


• Check for serial 'sick' offenders,.i.e. students who always seem to be sick on exam days. Some may have chronic illnesses and the school may have a policy for this situation. Those who have no history of chronic illness need to be 'forced' to do the exam ASAP under exam conditions with the same time or even less.

Perhaps they might be given a different test and the tests could be in their time, not class time. Again, this is a school policy issue. It is worthwhile checking the history of these students with past teachers and referring the issue to higher authorities for further intervention, e.g. parent interviews with school administration.

It is important that no student be disadvantaged through genuine illness at exam time. Additionally, they must be seen to be treated fairly in the allocation of their final grading. Here, a teacher must use their professional judgment based on the evidence of learning in class as well as the available assessment data. Here 'like' students can be a guide to where the student lies in the class order of merit in that subject.

The website http://www.realteachingsolutions.com provides an eBook that looks at all aspects of examinations and other types of assessment. The eBook is "The Exam Book". Our author, during the last 16 years of his teaching career was the Head of a Mathematics Department where he was responsible for the assessment program. He offers practical advice that works on aspects as diverse as running a class exam up to how best to mark alternative assessment tasks.

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The Student Quiz

The Student Quiz
By Richard D Boyce

Early in my teaching career, I was always looking for something different to stimulate student learning. I found the simple quiz was a great diversion for the students from the normal chalk and talk lesson of that era. Therefore, I created a series of different quizzes that I used in a variety of subjects that I taught in lower high school classes. This is one of those quizzes. It is called the Student's Quiz and I have included the two versions I have used.

Essentially, the individual student or groups of students develop the questions and become the quizmaster.

Here is the procedure for the two versions.

Version One

1. Select a topic. This may be one you have just taught or it could be one which needs revision.

2. As homework, the students are instructed to devise five questions each (with answers). These are to be written out neatly.

3. During the next lesson, the teacher asks a student for his/her questions, checks them and the answers and if they are satisfactory, the teacher asks the student to give the class his/her test.

4. Ensure that the student delivers the questions in a way that the class can hear and understand. Check volume and speed of delivery and that there is enough time between each question to allow the students to write their answers.

5. The student gives and explains the answer.

6. The teacher adds any teaching comments and/or supports and/or corrects the answer given by the student.

7. The process is repeated as often as the teacher wants in the time available.

8. The teacher must check the questions of the next student to ensure that no question is repeated and that all questions are suitable.

9. To ensure that every student get a chance to ask a question during the one lesson, I sometimes allowed each student to select only one of their questions to give to the class.

Version Two

1. Divide your class into groups of four or five.
2. Each group is given a different topic, e.g. Topics for the forthcoming exam.
3. Each member of the group devises five questions of varying difficulty on the topic as a homework exercise. Answers must be included.
4. In class the next day, each group test the questions on each other and then develop a five question quiz on their topic - the questions from easy to hard with answers included. (All group members get a copy of their group's quiz.)
5. The teacher rearranges the whole class into the same number of groups but this time each new group consists of one person with questions from each of the previous groups.
6. Each member of the new group 'quizzes' their new group with their questions. This process may take more than one lesson but would allow the revision of several topics.
7. The teacher needs to roam the classroom, keeping the students on task and clearing up any problems.
8. The teacher is given a copy of each group's questions.

A special note:

Students invariably ask questions which are harder than those of the teacher so it is important to instruct the students to write five questions which vary from easy to hard.

Outcomes that can occur:

1. Better understanding is created by:
   1. individual question creation and
   2. group discussion of the best questions and the correct answers.
2. Students have ownership of the questions.


3. Several topics can be covered.


4. Students get experience in oral work and in explaining their Maths or Science and so on.


5. Students gain more confidence in their various subjects.


6. Students want to have the 'best' or 'trickiest' questions. This is a great motivation for many students.


7. The group acts as the 'correction mechanism' for errors in question technique, understanding of the students' learning and the answers.


8. Students enjoy their learning.


9. The teacher may gain a valuable reservoir of questions and answers.


10. The questions asked are often ones which students feel they need or want to know - almost a self-diagnosis.

This article explains one of a series of different types of quizzes that our author has used to great effect during his career in high school classrooms. In his early career, he taught several subjects to junior high school classes where he learnt the art of using the quiz as a revision tool and as an introduction to a new topic where he reviewed past knowledge. You will find two eBooks on his website http://www.realteachingsolutions.com explaining his use of his different types of quizzes. The titles are, "The Quiz in Middle School Mathematics" and "The Quiz as a Teaching Strategy".

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Students Gain Important Life Skills From Resource Classes

Students Gain Important Life Skills From Resource Classes
By Linda A Johnson

Most people have wonderful memories of sports activities and art projects while in school, but just how important are these activities? One of the main reasons for education is to prepare the students for jobs in the future, their social life and their family, but those familiar classrooms come from a different world. They were designed to prepare a student to be a worker on an assembly line, where they had to know how to function as the member of a team that rarely deviated. The ability of a student to stand in line at school is an important skill to learn because it teaches them to wait on the other team members, however today's work environment requires skills that are different.

In today's working world, it is very likely that a worker may change careers many times and may require many different skills and know the best way to apply them. By giving a student a variety of options, they can determine where their interests lay and the learn that change is sometimes fun. This also enables them to cope with changes that are inevitable. The act of switching from an activity involving paper and pencil, where the focus is mental concentration, to activities such as stomp or yoga, which require an awareness of balance and a focus on the different muscle groups is useful in that it helps the student learn the way to change strategy so they can be successful.

These extra activities can give the student an outlet in which their imagination can grow. A lot of teachers agree that these activities will give the student a chance to stop and reflect on what they just learned. For example, students who just learned about the solar system might incorporate what they learned into an art project. Another example is for students who learned about treaty negotiation might be able to apply that to resolving a dispute in sports. It is proven that students will retain what they learn better if they can process it in multiple ways. In addition, when students are involved in an activity they enjoy, the likelihood of them forming a better relationship with their teacher is greater and they will receive effective guidance.

The concept of developing multiple intelligence with different learning skills, is supported by the incorporation of enhanced activities. A good example is when one student has no problem learning by hearing, but another student learns better by touching things and manipulating with their hands. One student might find joy in art, while the other student may enjoy sports. A student who has the freedom to explore and choose will find success by enhancing their confidence to try something new. When students are allowed to try new things, it increases the chance of them finding something that will bring them success and happiness.

Education of the character can be part of activities that are enriched so that when success is experienced, the person can identify that "my success is directly linked to my choices and not exclusively to an environment that I cannot control." The more a person knows that they can control the events that affect them, the less depression they will suffer and the more success they will have. When students learn to balance different activities, they learn that success is a step by step process and they also develop patience. Even though resources classes do help with the emotional and relational thinking, there is still a need for cognitive and verbal thought and this is emphasized within the core curriculum.

What is the purpose of learning? It makes sense to develop multiple skills in different areas because there is no way of knowing what the future holds and students need to learn how to adapt in order to be successful. Resources classes provide a guided freedom of self discovery that will give the student the experience they need to build confidence. If a student has confidence, they have a solid foundation and can receive a mentor so they can learn the important relational skills. Schools that give a variety of choices in different areas to students who will then find different ways to be happy and successful, provide a foundation for a successful and happy life. These choices can mainly be found in private schools, which are a great option.

Private School Jacksonville, Hendricks Day School focuses on teaching your child how to think. Contact us for a tour of our school in Jacksonville: 904-720-0398.

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How to Teach Vocabulary to Young Students

How to Teach Vocabulary to Young Students
By Baliey Johnson

Oh no! My child is not reading on grade level! Is it their vocabulary? Vocabulary is essential to comprehending what is read. Is this hurting my child's comprehension? Learning how to read is essential to be successful in school and to achieve anything in life. Whether a child decides to attend a 4-year college, community college, technical college, or go into the military, reading is necessary.

So you ask, what is vocabulary, really? It is knowledge of a word that not only implies a definition, but also how the word fits into the world. As a parent, your child should be adding from 2,000 to 3,000 words each year to their reading vocabulary, according to Michael Graves, Vocabulary Book Learning and Instruction. I know you are thinking, WOW, how are they going to do that?

This would include words such as do, did, does, etc. That counts as three words. These are called word families.

There is a correlation between word knowledge and reading comprehension. If a student doesn't understand vocabulary words, understanding what is read is going to be difficult. However, it is essential to understand that vocabulary knowledge is never mastered. It just continues to deepen over a lifetime. Learning vocabulary helps you to communicate in a more powerful, persuasive and creative way.

There is also a difference between oral vocabulary and written vocabulary. A student may understand a word that is spoken orally but may not have any idea what it looks like written. The opposite may also occur, they may know what it is written, but may be mispronouncing it and not know what the word is.

It was once thought that learning words meant you were to look them up in a dictionary, and that was the end of the learning. However, more and more teachers are using vocabulary strategies such as connecting words to pictures.

Teachers begin to introduce words using images of what the word could be and what it is not. Word knowledge increases when students are able to associate the word with a visual. The brain then stores the image of the word. Then the word is learned with associations and connections.

As a parent, helping your student learn the words with multiple exposures will vastly increase their word knowledge. The student needs to see the words in different texts and just discussing the word. This gets the student engaged and seriously thinking about the meaning of the word.

Let's look at the word: DRIVE. There are several definitions, but we will discuss three main ones.

1. Drive: to drive a car.

2. Drive: a computer hardDRIVE.

3. Drive: to drive your point across in a discussion.

Ensuring a student understands each definition and when to use the word is essential in comprehension. Adequate reading comprehension is to understand 90-95% of the words you read. To achieve this goal, the more you read, the more vocabulary you acquire.

So, what can a parent do? Pleasant Valley Elementary School in Groton, CT has excellent parent tips for helping your student build their vocabulary knowledge. Some of their tips include: read daily, play verbal games, have your student to classify and group words. Vocabulary strategies for a parent to help their student are not difficult and need surely no preparation.

Dr. Johnson has taught reading for elementary and middle school students for over 20 years. She has more information on vocabulary strategies on http://www.instrucology.com.

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What To Do When A Student Is Absent From The Exam?

What To Do When A Student Is Absent From The Exam?
By Richard D Boyce

Guidelines For The New Teacher

In primary and lower secondary year levels, it is not a big issue unless the child is often absent from exams and other assessment items. What should happen, in most cases, is the absent child's name is put on an exam paper on the day of the test. Then, on return to school, the test is given to the child to do in a quiet place at an appropriate time under exam conditions.

In large group exams, the class roll, completed exams and spare exams are returned to the class teacher. The spare papers are then available for the absent students to do as soon as possible after their return to school.

Follow-up exams

The main issue here is to ensure that the results of all exam candidates are not advantaged or disadvantaged by their absence from the exam. It is important that students do not attempt to do exams when sick. They will not perform at their best.

The questions you have to answer for yourself if you use the same test item are:

• Do you use the same marking criteria/scheme?
• Do you adjust it to create a fairer judgement bearing the other students in mind?
• Do you set a different test?

You need to answer these questions only if the test item is a traditional pen on paper exam. If you are using an alternative assessment item, this may not be necessary.

In most year levels, primary school included, nothing should change. In final year high school, where results determine future education pathways, the school must create a policy that fits into the requirements of the external body that determined these pathways. This policy should include:

• Marking policy;
• Checking absences and their documents, e.g. medical certificates;
• Recording of absences in the attendance system;
• Procedure for reporting absences and sickness that could prevent a student from not gaining proper recognition of his/her efforts;
• How credit can be given;
• How to record special consideration for genuine cases;
• How to mark exam during which a student is sick.

For these students you may need to give them an alternate exam to ensure that they do not get an unfair advantage from the extra time they had to study.

Checking reasons for absences

• There are some students, even from the lower primary years, who are exam shy and get 'sick' on exam days.


• Still others, particularly high school students, can pretend sickness (with or without their parents' knowledge) to gain extra study time. Others do it to avoid test topics they haven't mastered and hope to use other test marks from other test items to inflate their overall results. They hope not to be asked to do a follow up exam.


• In the final year of high school, where external bodies determine final graduation results and tertiary education entry places, all absences must be justified by doctors' certificates in fairness to all students in their quest for further education.


• In high schools, some students absent themselves from the exam period only and go to all other periods to give the impression of their being at school the whole day. When their teacher asks where they were on the exam day, they claim they were there and the teacher has lost their exam paper. This is why roll making and the checking of exam papers against your roll is essential directly after the exam. Where assignments are being handed in, sign and date the assignment and have the student sign against his name to indicate that you have the assignment.

The website http://www.realteachingsolutions.com provides an eBook that looks at all aspects of examinations. The eBook is called, "The Exam Book". Our author, during his last 16 years of his teaching career was the Head of a Mathematics department where he was responsible for the assessment program. He offers practical advice that works on aspects as diverse as running a class exam; dealing with cheating; students being sick during exams; practice exams; writing parallel tests and how best to mark alternative assessment tasks to name just a few.

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How to Improve Your Math Skills

How to Improve Your Math Skills
By Amit Kothiyaal

Very few people are aware that mathematics is a branch of science; science enhances technology and technology makes life easier. In fact, if you compare our lifestyle to that of the previous generations, we can call ourselves luxurious. You have math to thank for that, because the right ingredients can be destructive when used in wrong amounts.

If that is not enough reason for you to want to improve your math skills, then let's zoom in to your personal life. Nothing in the market is for free. Aside from the basic addition, subtraction, multiplication, and division you perform in designating your budget, there are discounts to consider and promos to join. How many miles can the gas in your car tank take you? How many yards should the carpet you have to buy be? Did your secretary compute yesterday's expenditures correctly? How can you check? You see, there are plenty of reasons you should invest time in improving your math, because it will give you more confidence in dealing with numbers in daily activities. No, you don't have to throw yourself back in college or in review centers. There are simple and effective ways you can do this without the additional stress or expenses.

An Early Math Challenge

We're not sure where the wacky alarm clock ideas originated from (we bet the Japanese influenced them anyway) but that doesn't really matter as much as the fact that they work. One of these ideas is to require the sleepy-head to answer ten sets of equations in basic mathematics for the alarm to stop ringing. They can get annoying, especially if you are not a morning person, so just concentrate on its benefits. First and foremost, by the time you finish and silence resumes, your brain would be too awake to be seduced back to sleep.

Second, you will become more alert the longer you undergo this morning math surprise, and third, you will master the basics of math without even knowing it. Time pressure and noise will no longer be enough to distract you from coming up with the correct solution.

Download this kind of applications and install them in your mobile phone. Make sure your thread of patience is long enough before you attempt this. Otherwise, your poor phone might end up on the floor, crushed to pieces.

The Advantages of Lending a Hand

The next time your son or daughter asks you to help them with their math homework, say yes and give it your best shot. Learning more about math is never a loss, and in this instance, your interest in numbers may influence your child to do better at school.

Teenagers can offer after-school tutoring for free or for a certain amount of money. Getting paid for assisting others in math education can be an effective motivation to study it further. You wouldn't want to teach others the wrong things, wouldn't you? The people you teach may also add to your current bank of knowledge. Math is like a maze, there can be more ways than one to get to your destination.

A Virtual Learning Experience

Math help need not be boring, and the first two examples are proofs of that. The worldwide web is anything but dull. Online mathematics courses create a suitable playground for modern minds. Lessons are commonly presented in the form of game, puzzles, and trivia, keeping users easily engaged. Similar to the approach of the first examples, your attention is diverted from improving your math skills to interacting with an entirely different and enjoyable game.

During your free time, you can boot up your laptop or bring out your mobile gadgets to access these math applications. Killing time has never been this fruitful.

The Brain is a Powerful Tool

A computer system is patterned after the human brain. If you think the former is impressive, then you should be in awe of the latter. But to maximize your brain's greatness, you have to exercise it. Avoid using calculators when doing your grocery of summing up your monthly bills. Calculate mentally whenever you can, and bring out your gadgets only to check whether you are correct.

This practice makes you less reliant on tools and more confident in your skills. It also saves time, energy, and space in your bag. The next time you see numbers, get excited and start jogging your brain. You will be shocked by the results.

The author loves writing on various subjects like Math, English and Science. He also writes about the advantages of online math courses, and how virtual Math lessons can act as an effective medium to learn the trickiest concepts.

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New Teachers - Lecture Tips That Will Keep Students Interested

New Teachers - Lecture Tips That Will Keep Students Interested
By Mackenzie Kerby

You've all seen the Charlie Brown episode where the teacher is lecturing and all the students hear is "wa wa wa wa wa wa." We remember watching that as kids. Unfortunately, seeing this as kids taught us that this was what school was like. Now, as we are adult teachers, we are constantly afraid of becoming the teacher from Charlie Brown. Well, what if we could avoid this? What if we could use this knowledge to create inspiring and organized lectures using Best Practices? I have developed 6 tips for you to help you in creating fun and memorable lectures that will leave your students with long lasting knowledge.

1. Create an objective. We have heard this before from our administrators. Often times we hear this when the administrators come to observe us in the classroom. Write your objective on the board! Say it at the beginning of class! Say it at the end of class! Well, they're right! By telling the students what they are to be learning and why they are learning, they are more apt to pay attention and way more apt to remember what you're talking about. It will also help them when coming up with what they should actually be writing down.

2. Have your students do something productive. Your students should not be just sitting there. If you are engaged in best practices, your students should be doing something active with their learning while they are listening to your lecture. More often than not, this means that they will need to be taking notes. But give them structure. Maybe this meaning Cornell notes or maybe it's powernotes. It's your call!

3. Break it up. Break your lecture up into different segments. I would say no more than 4 or 5. This way, those who have difficulties processing long bits of information will be able to compartmentalize what you are telling them easier.

4. Separate the sections with different activities. Throughout your lecture, break up your talking by having the students do different activities. For example, have students turn to a near by partner and repeat the top 5 parts of the lecture they have heard so far. Doing this will help them to remember because they are actively participating.

5. Have them repeat through questioning. As you lecture, don't just talk. Question your students. Question them on different background knowledge that they will know information about. Tapping into this will help them to succeed in acquiring new knowledge.

6. Wrap it up effectively. At the end of your lecture have your students do something with the information. Perhaps its a quick little quiz on the board. Perhaps they will write a paragraph summary.

Whatever you lecture about, make sure to follow these 6 tips to have your students remain actively engaged. This will increase their knowledge and participation. No Charlie Brown Effect here!

Your first year of teaching can be a toughie. My eBook will give you 6 tips that you can put in place now to help you be an organized, diligent, creative, and relaxed teacher. I encourage you to activate these 6 tips in your teaching career to have a fulfilling year as a first-year teacher.

http://www.amazon.com/How-Hate-Your-Life-ebook/dp/B00CMHRVTC/ref=sr_1_12?ie=UTF8&qid=1367777079&sr=8-12&keywords=how+not+to+hate+your+life

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Unwritten rules in U.S universities

By Brittany Stone

U.S is the destination for many students who want to study abroad. This country has an extensive history of being some of the leading educational institutions in the world and reputation for education quality and world class educational infrastructure. U.S is widely known as a nation of freedom in every aspect. However, many people may be surprised by some underlying rules and beliefs in its educational systems.

 

Students do not show too much affection in universities. Every culture has written or unwritten rules governing the display of affection in public. Although a public display of affection (PDA) like holding hand or kissing in public are commonly considered to be unobjectionable forms of public displays of affection, the U.S youth does not overuse it except on graduation or marriage.

 

In many societies, public displays of affection may be tolerated even less among minority couples.

 

In contrast to Asian nations, parents in US want their children to love as soon as they step into universities. To many teenagers, the core of education is not as significant as love. This view is warmly encouraged by their parents with the belief that dating in universities may help avoid inexperienced decision to marriage.

 

To many US teenagers, the core of education is not as significant as love.

 

Alcohol consumption by youth in the United States of America is an umbrella term for alcohol consumption by children and adults under 21 years old across the country. However, when they pass 21, they are “free” to drink alcohol.

 

Typically, underage drinkers hide their alcohol consumption by drinking quickly before they go out.

 

Teenagers hold belief that being loved by many people means being admired.

 

 

Related links:

Top 10 colleges with high tuition

Best Universities of Economics in Europe

Most beautiful college campuses in the world

About the Author:

I am 25 years old, and I study materials on education, likes reading and writing. In free time, I often join literature clubs and share my interest with others.

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