For those who have mastered reading, it is like breathing: they don’t consciously think about how to do, they just do it. For others, though, reading may be anything but unconscious, and can be difficult, frustrating work.
What can teachers do to help students not only enjoy but also succeed at reading?
The genius emanating from the University of Illinois fills many pages in the book of all things remarkable: the invention of the LED; the discovery of archaea, a third form of life; the development of Netscape, the first personal Web browser; and many others.
What may not be quite as well-known is that Illinois also is the birthplace of the concrete canoe.
Stop chuckling – this stuff is as serious as being up the creek without a paddle.
Mike Rose has a message for teachers working with struggling students: keep the faith, because your effort really does pay off far down the road.
“You’ll be surprised how many of these students remember, ‘my teacher in 9th grade said I should consider going to college,’ or whatever,” says Rose. “That time spent when the students are having a hard time, you may not see the pay off, but it registers.””
The Mexican American Studies (MAS) program in the Tucson Unified School District (TUSD) had been a real success story.
Ninety-seven percent of students participating in the program graduated from high school, compared to 44 percent nationally, and 70 percent entered college compared to 24 percent nationally. Students scored higher on the AIMS (Arizona’s Instrument to Measure Standards) test compared to other Hispanic students who did not take the classes.
The reasons to reduce oil consumption, from climate change and national security, have existed for 30 years. And yet, in all that time Americans have neither substantially reduced the amount consumed nor meaningfully shifted to alternative fuels. Why is that? asks law professor Joshua Fershee, who teaches courses in energy law and public policy at the University of North Dakota