The First Day of Kindergarten- 8 Tips for Success

Hello!

     This coming school year my nephew and two of my nieces are heading to kindergarten!  While watching them this summer splash around in the pool, ride their bikes, and play on the swings with one another, seeming not to have a care in the world, I thought about what a huge transition and adventure they are going to embark on in one short month.  These three will go from kids to students- what an exciting time!  Even though their parents (two of which are teachers) have begun to teach them the foundation of their studies, very soon they will be learning for six hours a day, five days a week.  Think about all of the wonderful things they will learn; not only will they read entire stories which will transport them to other worlds, calculate math facts that will allow them to solve complex problems in the future, and discover interesting information about insects, animals and dinosaurs, but they will learn to share, take turns, and be patient amidst many different children as well as make lasting friendships.  Kindergarten is such a special and important part in a child's life.

(http://www.leadmd.com/blog/who-would-win-in-a-fight-between-marketing-automation-and-a-marketer/)

     Even though many believe that your school career starts in kindergarten, it actually starts at home.  Parents are a child's first teachers!  With that being said, New Jersey Family Magazine has created a list of "8 Things Teachers Expect Your Kid to Know by the First Day of Kindergarten."

• Follow Multi-Step Directions:  Throughout the school day, teachers are going to ask your child to do MANY things all day long.  From the second my students walk in the door, I know I tell them to take their books and folders out of their bookbags, put their bookbags in their cabinet, put notes or important papers from their parents in the bin on my desk, and then begin the Daily Starter that is on the board.  Even though I teach second grade, this routine must be explicitly taught and practiced thoroughly for at least the first week.  Practicing two step directions with future kindergartners will help relieve the anxiety of following these directions in school.  At home, try asking your child to "Put your book on the shelf and your toys in the toybox" or "Give your sister her Goldfish and then come back in the kitchen for your milk."  This will get them ready for the multitude of directions their teachers will ask them during the day.
• Ask for Help: Children need to know that they can ask for help throughout the day and should ask for help if something is hurt, wrong or confusing.  Having a conversation with your child such as "Who could you ask if...?" and relating it to school will allow your child to begin thinking about situations that might happen.  Of course, your child's teacher is going to explain these things once they get to school and introduce important people to your child, but it never hurts to be prepared.
• Share and Take Turns: At home, it is easy for a child to have their question answered without too many minutes going by.  In a classroom, when there is usually only one adult to 19 students, children have to learn to wait while other students' needs are being met.  Many teachers have signals for little questions that students will learn immediately (my students hold up the "peace sign" to show that they have to go to the bathroom, so I can quickly nod my head, even if I am working with another student), but patience will certainly be tested and needed in the beginning of kindergarten.  This will happen on the playground, in the lunch line, and walking through the hallways, so helping students practice this skill before going to school is a must.
• Practice Bathroom Independence:  In kindergarten, students are expected to know how to go to the bathroom themselves as well as put their clothes back on and wash their hands.  Parents: I suggest putting your children in easy clothes to get on and off, at least for the first week of school.  Instead of quickly going to the bathroom like they can at home, your child may have to raise their hand to let the teacher know where they are going.  Clothing with lots of buttons and snaps or tricky zippers can lead to accidents if it cannot be removed quickly.  Believe me, during my first week of school, I choose my clothing very wisely since I have extremely limited bathroom time! :-/  I could only imagine the dilemma kindergarteners must face...
• Sit Still During a Story: In kindergarten, students may have to sit for 15 to 20 minutes to listen and understand a story, without getting antsy and moving around.  Practicing this at home during the day or taking your child to a story time at your local library (where there is likely to be distractions such as other children or activities) will prepare him or her to become a reader.
• Recite the ABCs: Children should be able to recite and sing the alphabet, identify single letters, know the letters in their name, and make consonant sounds.  According to one teacher interviewed in the New Jersey Family Magazine article, "Kids who come in knowing these skills will do a lot better."  Many children's television shows help practice these skills, so make sure that your child is saying the letter names and sounds aloud when they are watching.  Using refridgerator magnets or pointing out letters in the world when running errands is an easy way to reinforce these skills.
• Know Their Numbers: Students should recognize numbers one through twenty and should know the sequence of one through ten.  They should be able to count, sort, put objects in order, and describe them.  Practice this skill when making a summer fruit salad.  After chopping up the fruit, ask your child to sort them into piles.  How did they sort them?  Count how many are in each group?  Could they sort and count them a different way?  These questions are the foundation to more complex number stories and word problems they will encounter this year.
• Hold a Pencil the Right Way: Kindergarteners needs to be able to write some letters and hold a pencil the correct way.  Playing with Play-Doh or clay can help the muscles that are needed to use a pencil.  I found a YouTube video that helps teach parents how to show their child how to hold a pencil.  I find this incredibly important because the way we learn how to hold a pencil and write our letters in the beginning of our schooling stays with us into future grades.  It is very difficult for me to teach a second grader (or even a fourth grader) the proper way to hold a pencil and form their letters.  Handwriting is strongly effected by the pencil grip and letter formation.

(https://www.youtube.com/watch?v=ZIxUtwO29r8)

     My nephew and nieces are definitely ready to begin this adventure and I am so excited to see how much they will grow in just a few short months as they change into lifelong learners!  Good luck to all of the students who are heading to kindergarten (but maybe more so to the moms who are sending their kids off!) and beyond this school year!  

My cutie, soon-to-be kindergartners: Samantha, Cailin and Matthew

     If your child has gone to kindergarten, or if you are a kindergarten teacher, I would love to learn about added skills that you believe will bring children success this school year.  Please feel free to leave your comments below.

Enjoy!

*To read the entire article in New Jersey Family Magazine, please click HERE.

Summer is Not Over Yet! Don't Forget About Summer Reading!

Hello!

     Even though I can find a reason to read in every type of weather and all four seasons, summer is one of my favorite times to read a great book.  Besides having more time than I do during the school year, the great weather brings me outdoors and I can find so many different places to lie down with a great story; the beach, the pool, outside on the lawn, swinging on a hammock, really anywhere the sun is shining.

     I recently became a subscriber to Brightly, a website that promotes reading for all ages, and they sent me a newsletter about the best ways to get outside and read during this spectacular season.  Sometimes even the most focused students can become reluctant readers over the summer.  These suggestions include movement, a wide range of interests, and involve elements of creativity that could fool students into believing they aren't actually learning and reading.

• Plan a Themed Picnic- Choose a book with food in it (like Eric Carle's The Hungry Caterpillar) and pack those foods to take on a picnic.  Read the book before or after you eat to make the literacy connection.  It will be a memory that your children will never forget.
• A Book and a Craft- Some children find that sitting still to listen or read a book is difficult.  Pairing the book with an activity can inspire the creative side of children while engaging them in the story.  Check out Pinterest for boards with book and craft connections, like this board HERE.
• Go on a Walk- Reading and being physical outside usually do not connect.  That does not have to be the case, though!  Reading an informational book about birds, trees, plants, or any outdoor creature and then trying to locate what you read about in nature is motivating and fun.  Adding in the physical element of hiking, walking, or bike riding combines two wonderful things- education and exercise!  This activity is especially good for your sporty, energetic child.
• Read Outside Under the Stars- Set up a tent, lamps, or large campfire and read a bedtime story.  There is nothing cozier than being outside in the warm air with lightning bugs flying around.  It looks magical!  Even though many people say that you need a bright light to read in order not to hurt your eyes, that is actually a myth.  Even so, make sure there is enough light so headaches do not happen- it is pretty hard to read when not feeling your best.
• Create a Scavenger Hunt- For younger readers learning their sight words, hide the words they are studying around the yard or at a playground.  Making it a race between siblings or friends brings out competition and can make the game more exciting.

     An activity that I created for the summer, or really any time during the year, is to help your children cook!  Reading the recipes and measuring ingredients have lots of educational benefits.  Doing this activity alone or pairing it with a book, (such as making cookies after reading If You Give a Mouse a Cookie by Laura Numeroff) will give even more meaning to the stories.

     Making sure that children read over the summer is crucial to the beginning of a successful school year in September.  Finding activities that your child enjoys and combining that with academics will allow students to be motivated and engaged.  Students will not even realize they are learning because they will be having so much fun!  Let me know your thoughts on these activities, especially after trying them with your children!

Enjoy!

*Subscribe to Brightly's free newsletter to learn about book recommendations and activities to do with your students or children.  Click HERE to access their subscription page.

Reluctant Readers

Hello!

(http://www.lifelovelauren.com/2013/08/reading-is-love.html)

     From the second I learned to read, I have always had multiple books under my arm.  I would take books in the car, I would often ask to go to the bookstore, and I would talk about the characters in my books like they were my friends.  I remember being about eight years old and asking for a booklight for the holidays so I could read in the car during family travels.  One time, after I had read the Harry Potter and the Half-Blood Prince, my dad got worried because he thought Dumbledore was an actual person who had died (*Spoiler Alert!*) since I was moping around for a few days.  At any possible time, I was reading.  I feel fortunate that this is still a passion in my life today.
     As I went through my school career and even later into my adult life, I was shocked and dismayed that some peers and students did not love reading as much as I did.  Did they not see how you could be transported to other worlds?!  Live different lives?!  Meet interesting people?!  Hearing things such as "Reading is boring" or "I'd rather watch TV than read a book" would make my jaw drop and heart sink.  Even though there were (and are) many naysayers about the reading world, I would always think to myself, "If only they found the perfect story and then they wouldn't say that."
     This has been a goal in my life since I've been little; find the non-readers the perfect book to make them become avid readers.  I've been somewhat successful- my sister (a complete anti-book person) has read and enjoyed a few of my recommendations, my friend from work became interested in reading due to a class competition I made her join, and my husband enjoyed reading The Wolf of Wall Street by Jordan Belfort before he saw the movie which I bought him to read on a business trip.  The problem that I saw with all of these reluctant readers was that someone did not help them find the right book and the joy in reading when they were young.  I vowed to make sure that every student I came across would love reading, even if it was for only one story.

(https://www.thedailycafe.com/articles/Reluctant-Reader-Remedies?utm_source=Newsletter2&utm_campaign=a93e0a3a6a-Tip%3A+Reluctant+Reader+Remedies&utm_medium=email&utm_term=0_a952d20f1e-a93e0a3a6a-%5BLIST_EMAIL_ID%5D&ct=t%28Tip%3A+Reluctant+Reader+Remedies%29)

     Finding ways to help reluctant readers might be a teacher's most challenging task.  Nevertheless, it is a struggle that needs to be battled each and every year, time and time again.  All students should feel the joy of reading a great book and be engrossed in a story at least once in their lives.  Usually if they have that feeling once, they are more hesitant to let it go.  
     Lori Sabo wrote an article for The Daily Cafe newsletter and suggested ways that teachers can help reluctant readers, no matter what the age:

• Make sure that you have high-interest books in your classroom at many different reading levels.
• Provide as much choice as possible throughout the year for what they need to read.
• Buy, beg, or borrow books that match students' personal interests.  If they are interested in dogs, get them dog books!
• Read many books aloud that match your students' reading levels.
• Stay up-to-date with the newest books, current trends and popular titles.
• Give weekly book talks to help pique interest and promote titles (I do this with books I am reading during my morning message).
• Read the first chapter of a book that you know they'll love and then give it to students who are interested.

     One suggestion I came up with is that if you as a teacher have a passion for reading, your students will feel it and follow in your footsteps.  It is truly difficult to oppose someone when you can feel their passion.  Passion is magnetic.
     No matter the subject, every teacher should make it their mission to engage students in reading.  I strongly hope that once and for all, we eradicate the sentence "I hate to read."

Enjoy!

*Note* If you want to receive emailed newsletters from The Daily Cafe for yourself (they have LOTS of excellent anecdotes and tips for teachers), please click HERE.

The Smartest Kids in the World Part 4- The United States

Hello!

     I have taken a brief hiatus from writing but now I am happy to be back!  Before I begin writing about other topics, I need to close out my installations of The Smartest Kids in the World and How They Got That Way by Amanda Ripley.  Now that we have learned about other countries, specifically Finland, South Korea and Poland, we are able to analyze our own country's education system and the pros and cons that lie within.

(http://www.ricardoisd.us/Teachers/middle_school_teachers/moses_mora/united_states_history__8th_grade_/)

The United States

     The United States has never had a bad education system, even when ranked with other countries.  What is happening is that other countries recently are doing better, even though their economy, crime, and poverty rates are worse than ours.  Also, the United States is having difficulty finding skilled workers for factory jobs, since these modern occupations need critical thinking and problem solving skills that are not being taught in all schools in our country.  Even though workers apply for these jobs having a high school diploma, it does not necessarily mean that the person could read or do basic math skills.
      Originally, the United States had the best high school graduation rates of any developed country.  This changed in 2011 when twenty countries had a better graduation rate than the U.S.  Around this time period and earlier, state mandates came into place such as No Child Left Behind. It was found that even though schools faced increasing pressure, test scores remained the same since rigor and teacher training were not modified.  Specifically, on the PISA, the United States did fine at the elementary level, especially in reading.  The problems were seen in the upper grades in math and science.  While the reading scores are positive, math skills tend to predict future earning potential.  Teenagers who master higher level math classes are more likely to graduate college and earn more out of college than those who do not.  Our lack of math skills may be due to our misconceptions about the subject.  Currently, four out of every ten American fourth graders say math is too easy.  Maybe due to this, by eighth grade, most schools do not offer the high level math classes that are found in other countries.  Most American students also feel that math is something they are either good at or not.  Unlike reading, it is felt that it is not something you could improve with hard work.  This is a common misconception but one that most American students believe that students in other countries do not.
     Our education system is also in crisis because the taxpayers in the United States spend dramatically more per pupil than any other country.  Even though we scored 13th overall on the PISA, we scored second in spending (first was Luxembourg).  One of the reasons for this is due to the number of administrators that each school district has in order to run the entire operation.  In Oklahoma alone, there are 530 superintendents; that means that there are more superintendents in one state than there are members of Congress to run our entire country.  In most school districts, there are also assistant superintendents and directors that run other programs as well.  These positions are the top earners in education which is where a lot of taxpayers' money is spent.  Also, unlike other countries, the United States spends a lot of money on technology.  There are no other countries with SmartBoards in every room, iPads, or projectors.  Currently there is very little research showing that technology benefits anyone academically except the technology vendors themselves.  Other countries invest in people, rather than props.

History

     The United States has a very diverse history in education, especially where states are concerned.  New Jersey has completely different policies and requirements than those of other states which may be the reason for our low test scores overall in the country.  When I read the book, I was shocked to learn the criteria and expectations from some states which seemed incredibly easy compared to those of New Jersey.  The major problem of the United States is that a high school diploma from one state is not equivalent to a diploma in another.  This could differ from county to county or city to city.

     In The Smartest Kids in the World, Ripley followed one student from Oklahoma.   Here, she explained about this area's educational history and the changes that have happened in the past few decades.  In the 1980's, the state passed a law that required all students to take a test in order to graduate high school.  Administrators felt this would ensure that a high school diploma would mean something and give a goal for all students to work towards.  Through much discussion, there was a lot of controversy about students who attended four years of high school but then did not pass the test.  What would happen to them?  Also, many parents did not like the idea of the test and lawmakers were afraid of lawsuits from angry parents.   The test was given for a few years, but students who failed were allowed to appeal their results and the local school boards granted them diplomas anyway. Being that there was much opposition and it did not work according to the plan, Oklahoma decided to cancel the final graduation test.

The Blame Game

     Citizens of our country blame different criteria for why our scores are dropping.  One is that we have a lot of immigrants coming into our country.  While this may be the case, if you were to take out the immigrant population's scores on the PISA, the United States would still receive the same overall ranking.  This is obviously not the reason for our low international test scores.  On average, white American teens performed worse than all students in a dozen other countries, including all kids in Canada, New Zealand, and Australia, which also have higher ratios of immigrant children.  
     Some also blame child poverty.  Compared to Finland which has one of the lowest at less than 6%, the United States has a much higher child poverty rate.  While this could aid in our low scores, Poland has the same child poverty rate as the United States and, as we learned in a previous blog post (please click HERE to read the post), Poland's scores are steadily increasing each year.

(http://www.1worldglobes.com/1WorldGlobes/explorerfranklinrep.htm)

Comparisons to Other Countries

     Besides technology, spending and child poverty, there are many other comparisons that can be made to the other countries mentioned in The Smartest Kids in the World as to why the United States is falling behind in international tests.  In South Korea and Poland, failure is routine.  It is seen as a way to learn and improve work ethic.  In the United States, failure is demoralizing.  Students experience failure as a trauma and cannot handle it, or at least adults see it that way.  Self-esteem is also very important to American families.  Keeping students away from competition in order for them to succeed is a high priority, one of which is very different from that of other countries.
     The curriculum is also another way that the United States differs from other countries.  Besides the fact that teachers abroad can choose textbooks and materials with very little input from administrators, textbooks in the United States average at 800 pages whereas textbooks overseas are usually less than 225 pages long.  It seems that in the United States, we cover many topics with very little depth compared to other countries that cover fewer topics more in depth.  This should change with our Common Core Standards, which are more aligned to those abroad.
     Additionally, teachers in the United States are much different than those in other countries.  In America, anyone could educate children, no matter how poorly educated themselves.  Currently, the United States is producing two and a half times the number of teachers it needs each year.  Many of the teacher programs are not effective either.  If Rhode Island's teachers-in-training had to follow Finland's teacher requirements, 85% would not pass.  In some colleges, football players have higher requirements than teachers.  Student teaching also only lasts 12 weeks for some instead of the year-long requirement of Finland.  Teachers have to pass standardized tests in order to graduate but they were usually not challenging or relevant to good teaching. Once teachers receive a job, they are forced to continue their professional development but there is no regard for the quality of training, just the amount.  Also, salaries of teachers in other countries are closer to other college educated professionals than in the United States.  Class sizes in these countries are larger which is why salaries can be higher.
     Academics and testing are much different in the United States than in other countries as well.  Most common, every day tests given in the U.S. are multiple choice; in other countries, essays are the common format.  During a math class, an exchange student from South Korea could not believe that a teacher helped a student right in the middle of a test when she asked for assistance; that would never happen in his country.  A student studying from Finland compared American high school to Finland's elementary school.  She felt that classes spent way too much time making posters.  She said "It is like arts and crafts, only more boring."  When this same student was in an English class, she was appalled when most of the students did not complete the assignment of writing ten essays, yet still passed the class. She was the only person to finish 100% of the assignment.  She felt that teachers were way too lenient and expectations were low.  Another student who came to America to study was shocked by his classmates' writing.  He felt that many did not know how to structure an essay, develop an argument, or clearly communicate an idea.  The writing was disorganized and the grammar was inaccurate.  He felt that it was not the students fault, though; they had never learned the proper way to write.
     School in the United States has a lot more experiences than abroad.  Proms, pep rallies and fun events are things that teenagers in other countries do not get to experience since 100% of their focus is on school.  Many students who study abroad in America love this about our schools.  Sports and extracurricular activities are also very important, and are usually central to school culture and many students' lives.  Students studying in the U.S. from other countries felt that the Presidential Fitness Test was taken more seriously than academic tests by both the teachers and the students.  The problem with sports is that it siphons money away from academics.  Parents are also much more involved in American schools than those in other countries too, volunteering in the building and going to every sporting event.  Interestingly enough, however, volunteering and attending events have little effect on how well kids perform in school academically.
     Students from other countries also love the teachers here more than in their own countries.  The bond between teachers and students matter in the United States and making that connection is significant.  One exchange student said "[U.S.] teachers believe in you, in your potential, and never put you down."

(http://cupegraf.com/470034-question-mark.html)

What Can We Do?

     While much of this information seems like doom and gloom, there is hope.  No matter where Ripley went, she noticed that every country and all of the people in it complained about their education system, no matter what ranking they held.  This may seem pessimistic, however, it shows that educating children is a task that everyone takes seriously and always needs improving.  Seeing what works and what does not in other countries can help the United States form a better idea of what we can do to help our own students succeed.  Also, we can start small.  One major difference that could easily be changed in the United States is having a graduation test requirement prior to receiving a high school diploma.  All high performing countries have one significant test rather than multiple throughout their academic years.

     There are many studies from all over the world that show parents can make little changes in their lives which will make a huge impact on a child's educational future.  First, parents who read to their small children every day had kids that performed better in school.  Also, having children attend quality preschool or pre-kindergarten programs will affect how they perform academically later in life.  Parents who discuss movies, books, and current affairs with their children do better in reading.  Just asking about a child's day and showing genuine interest is shown to increase test scores.  Parents who read on their own at home will more likely have children that read and enjoy reading on their own too.  Parents who let their kids make mistakes and then allow them to get right back to work are found to be more successful in school.  Lessons about hard work, persistence, integrity, consequences, and failure that are taught to a child when they are young serve them throughout their lives.  Overall, what parents do at home affects children more than how involved they are in the school building.
     When parents have high expectations for their children at home and teachers do the same for their students in school, it can make a significant in a child's future.  Kids who have high expectations for themselves and who plan to finish school and go to college were more likely to graduate high school.  As long as they held this aspiration, socioeconomic status did not affect their graduation odds.
     Additionally, educating teachers is crucial to this change, if not the first most important aspect that should be modified in our current education system.  One of the educators in Finland explained that teachers should be selected carefully and be motivated.  This can be done through money and respect, but punishment usually does not work.  Interestingly enough, it is difficult to fire Finland's teaching workforce due to their strong union just like the United States, however, all teachers come into the classroom well-educated, rigorously trained and decently paid from the first day on the job.
     Teachers must also watch the praise that they give students in their classrooms.  To work, praise must be specific, sincere and accurate as well as used in moderation.  Excessive, vague or empty praise has negative effects, according to research, and it forces students to take fewer risks as well as give up more easily.  Self-esteem is important but it must come from hard work and accomplishment, not flattery.

What Should Great Schools Look Like?

     If you are looking at a school for your child, there are many things to consider according to The Smartest Kids in the World. One of those things is average class size.  In the United States, we are very concerned about how many students are in each class.  This is actually not that important, especially in the older grades.  Research shows that the quality of the teaching matters more than the size of the class.

     When going into a classroom, watch the students who are in the class.  Watch for signs that they are paying attention, interested in what they are doing, and working hard.  Sometimes learning happens in noisy places where kids are working in groups.  If a classroom seems quiet and orderly, which is how many adults expect classrooms to be, students might not be inputting their ideas and engaged in the topic.  Students should also be reminded of the purpose of the lesson, all day, every day.

     When looking around the classroom, do not focus on the teacher.  In the best classrooms in the world, the teacher might be the most quiet one.  What is most important is what the kids think after watching him or her for an entire year.  
     When speaking to students, asking "Do you like your teacher?" or "Do you like your school?" may not get the appropriate answers that you need. Liking a teacher is not the same as learning from a teacher.  Asking questions such as "Do you learn a lot every day?", "Do students in this class usually behave the way your teacher wants them to?", "Does this class stay busy and not waste time?" and "If you don't understand something, what do you do?" will get you answers that will help you make an informed decision.  Teachers and principals should ask their students these questions often and analyze the answers in order to reflect on their own teaching practices and how to make them better.
     Finally, talk to the leader of the school.  Teachers are important, however, the principal dictates how the school is run and what the teachers should do.  Find out the principal's educational philosophy and ways that he or she is going to improve the school in the future.

(http://www.roadroamer.com/us-geography-quiz/)

     What are your thoughts on our education system?  Which ideas from other countries should we adapt as our own?  Which should be keep?  Schools in the United States are much different from those abroad, but is that necessarily a bad thing?  There is so much controversy surrounding how we educate our children because it is the most important job that we have.  I would love to hear your thoughts and ideas in the comments section below.  Please read The Smartest Kids in the World and How They Got That Way by Amanda Ripley; it was truly a book that everyone in our country should read in order to be more knowledgeable about our education system and those around the world.

Enjoy!

The Smartest Kids in the World Part 3- Poland

Hello!

     We have already discussed Finland and South Korea's education from the book, The Smartest Kids in the World and How They Got That Way by Amanda Ripley.  We learned how both of those systems are radically different; from the amount of testing that is given, to the type of homework they receive, to the education of the faculty.  The third country that the book discussed was Poland.

(http://en.wikipedia.org/wiki/File:Flag_of_Poland.svg)

Poland

     Poland was included in this book for reasons very different from Finland and South Korea.  Poland is not currently an education superpower.  In math, Poland came in nineteenth (America came in twenty-sixth) compared to Finland which came in third and South Korea which came in second.  The rise in Poland's educational influence is interesting and is why this country is listed in this book.  Additionally, there is not much information on this country compared to the other two I have discussed since the changes have taken place quite recently.  In order to understand its increase in status, we must understand Poland's history.

Poland's History

     During World War II, cities in and around Poland were ravaged by Soviet soldiers.  Once the war ended, Polish immigrants and refugees moved into these areas.  Even though there was hope for a new beginning, quickly after WWII ended, Poland came under Communist rule.  Once Communism fell in the late 1980's, hyperinflation took hold and parents could not even afford to buy milk for their babies.  Violence and poverty were everywhere.  Poland joined the European Union, and even though these issues were still prevalent, they did recede.

(http://www.yourdictionary.com/poland)

The New Reforms

     Currently, one in six Polish children live in poverty (the United States is worse- we have a one in five ratio).  When the United Nations compared children's material well-being around the globe, Poland comes in dead last for the developed world.  But changes were continuing to be made.  Poland concentrated on its education system and saw tremendous growth.  In 1997, the minister of education, Miroslaw Handke, created major reforms in education.  He conceived a new plan, compiled the adjustments in orange booklets, and distributed them to every school district in the country.  This educational proposal consisted of four phases.  The first phase introduced a core curriculum that replaced an old one that covered many topics too quickly to one that covered fewer topics in depth.  Handke promised that these new reforms were more "creative and safe, not hammering redundant information [into children's heads]".  This new system would focus on present goals instead of those of the past and would teach children how to think.  At the same time, the government made a quarter of the teachers go back to school to improve their own education.  Handke said "The teachers.  Everything is based on the teachers.  We need good teachers- well-prepared, well-chosen. I wouldn't change anything else."

     The second phase introduced standardized testing.  Students had to take a test at the end of elementary, middle and high school.  For younger students, the test identified which students, teachers, and schools needed extra help.  For older students, the test results determined what colleges they would attend.

     The third phase involved raising the expectations of all students.  Instead of tracking students (putting students into leveled classes based on their ability), all students learned the same content and had the same expectations until they were sixteen.  This eliminated students going into vocational schools or being put into easier classes at an early age.

     Finally, the fourth phase allowed teachers to choose their own textbooks and create their own curriculum from over one hundred approved options.  Teachers could choose their own professional development and would start earning bonuses for how many hours of development they did.  

     Changes could be seen immediately.  New schools opened and the principals for these schools were chosen.  The ones who volunteered were ambitious and were allowed to handpick the teachers that were to work in their school.

     In 2000-2006, Poland's reading scores shot up.  They went from below average for developed countries to above average in only six years.  Poland's poorest kids outscored the poorest in the United States.  Crime and poverty are still prevalent in the country, however, education became the main focus and students were learning.

     Even though there were many improvements, Handke resigned in 2000.  With all of the new reforms, Handke could not secure the money necessary to give a promised pay raise to the teachers.  The reforms were definitely a source of controversy, but Handke stated "Every reform hurts.  People want peace.  When you're used to something, it's better when nothing is happening."  Overall, some of the reforms did stay in effect and Poland's education system is continuing to improve.

School Day

     The differences between schools in Poland and that of the United States are not as drastic as in other countries in which Ripley wrote.  In Poland, however, there is a strong focus on math and the way that it is taught is much more rigorous.  Calculators are not allowed to be used.  A lot of the math is done in kids' minds.  Many simple skills are done automatically which allow Polish students' minds to be freed for more challenging work.  Just like in South Korea, Polish teachers announce test scores in front of the whole class.  Their grading system is based on a one to five score- five being the highest.  Hardly anyone ever got a five and the students are not surprised or heartbroken from this. Poland's logic is that if the work is hard, routine failure is the only way to learn.

     The school day and building were focused on one thing- academics.  There were no sports teams or sport-like activities related to school.  This is similar to schools in Finland and South Korea as well as other education systems abroad.

The United States and Poland

     The United States has become a partner with Poland in the recent years.  Many companies are outsourcing their work to Poland.  The United States has been having trouble finding skilled workers that can communicate, think and problem solve for factory jobs.  In order to fill this void, companies are sending these jobs to Poland.  One company owner said that "Poland seems to me what it might have been like here in the 1800's...People are busy."

(http://internationalliving.com/countries/poland/)

     Even though Poland is not an education superpower (yet), many reforms were made, and in a short time, Poland changed drastically for the better.  Do think these reforms could be incorporated into America's education system and that we would see the same results?  What is Poland missing?  Should Poland take some tips from South Korea and Finland and incorporate those into their system to make it even better?  Do you think that the reforms will have staying power now that Handke has resigned?  Will they stay in this high position for the long haul?  I would love to hear your thoughts on Poland.  Please leave comments below with your opinions and thoughts.

Enjoy!

The Smartest Kids in the World Part 2- Finland

Hello!

(http://www.amazon.com/The-Smartest-Kids-World-They/dp/145165443X)

     I know you have been waiting on the edge of your seat for the next installment of the information I gained while reading the incredible book The Smartest Kids in the World and How They Got That Way by Amanda Ripley.  I have been so excited to write!
     

(http://www.icicp.org/resource-library/icp-publications/global-youth-service-database/europe-2/western-europe/finland/)

Finland

     The next country I am going to explain is Finland.  Finland is becoming a world superpower and a place that many want to emulate.  With their lack of homework and testing, they seem like the exact opposite of the South Korean education system.  Like all countries, Finland has an interesting history and their priorities when teaching students are ones to be admired.

Finland's History

     Many years ago, Finland's education system used to be very similar to that of the United States'.  Originally, there were many teaching colleges scattered throughout the country with varying degrees of quality.  Being that the government did not know if their teachers received a strong education and had the appropriate skills, the system felt that they could not trust the teachers to make decisions for the students.  Finland decided that in order to create more educated citizens, they must improve the quality of the people teaching them.  The Finns rebooted their education system, forcing colleges to become more selective and rigorous and choosing only the smartest and hardest working to become teachers.  The government also paid for teachers' college education.

Finland's Teachers

     Finland's schools focus on the educators.  Being a teacher in Finland is like being a doctor in the United States.  Just like in our country, teachers in Finland belonged to very powerful unions which do not allow them to be dismissed easily.  The difference is that Finland's teachers are all highly educated.  When high school students want to become teachers, they first must get accepted into one of eight prestigious colleges.  Students must have high test scores, good grades, read four selected books from the university and take a test based on what they read.  Through this selection process, only 20% of students are accepted.  It is as difficult to be a teacher in Finland as it is to be a doctor and get into medical school in the United States.

    The rigor does not end once students are accepted into teacher colleges.  Teacher training does not start until the fourth year at school (school lasts for six years which includes a master's degree.  This is mandatory for all teachers).  One full year is devoted to student teaching where much criticism on teaching methods and strategies is given throughout the experience.

     Once teachers receive a job in the school system, academics is their only focus.  Teachers are not leaders in extracurricular clubs or sports; these activities are organized by outside groups unrelated to the school system.  They are allowed to make decisions for their students.  Teachers in Finland created the national core curriculum and are allowed to choose the textbooks for their classes.  

     Salaries of teachers are also higher in Finland.  The cost of living is higher than the United States, but teachers' salaries are even above that.  On average, teachers in Finland make about $20,000/year more than those in the United States.  They are able to do this because their class sizes are larger.  Since teachers are highly trained and prepared, it enables them to teach larger class sizes which reduces the number of teachers needed in a school building.

     The respect for teachers in Finland is insurmountable.  Everyone, students and parents alike, know how highly educated their teachers are and respect them for it.  Truly, the whole country has such a respect for learning that it is impossible not to put the people in charge of this task on a pedestal.  Wealth means very little in Finland; your brain is what is valued and students receive this motto from a young age.

     Teachers also do not know a lot about their students' lives.  Finnish teachers do this purposefully because they believe that when they have empathy for students, they would give better grades based on their home life or current situation.  Teachers have to think and treat their students as equals so that the rigor stays the same for all.  When emotions come in to play, Finnish teachers believe that they will not be able to do their jobs efficiently.
     While working in the field throughout their career, teachers are more likely to watch other teachers teach.  They also have more collaboration and planning time to articulate with others throughout the day.

(http://go.hrw.com/atlas/norm_htm/finland.htm)

School Life

     School life has many differences in Finland compared to the United States.  In Finland, technology is not at the forefront of education.  There are no interactive whiteboards, iPads, or laptops for individual students.  There are also no police officers or security guards in the building of any school.  Additionally, there are no parent-teacher conferences; if a teacher has an issue, they meet with the student alone.

     Standardized testing is not something that is yearly in Finland; only a sample of the population is tested and it is not high stakes.  These tests are only one hour and a small sample of students take it.  The test's purpose is to monitor how schools are performing.  In the classroom, the average test that is taken on a more regular basis is in an essay format, usually with a three to four page requirement.  Students do, however, take a very important test at the end of high school.  This test is taken very seriously and has implications to students' futures.  Finland's final exam stretches over three weeks and lasts fifty hours.  Teachers follow students to the bathroom to make sure that they do not cheat.  On the first day, the test is comprised of several reading selections and short essays analyzing each one, which lasts for six hours.  On the second day, students choose one out of fourteen topics and write an extensive essay over the next six hours.

     Just like in South Korea, rigor is crucial for success in Finland.  School's purpose is to help students master important academic material which is challenging.  There are no study guides and students have to work hard in order to pass regular tests.  Teachers in Finland are also not lenient when students do not do the work.

     In Finland, special education is also an important part of the school system.  Teachers consider students to have temporary learning difficulties rather than permanent ones.  Half of Finnish students receive special education services at some point, usually in elementary school, so that their weaknesses could be targeted and fixed before students fell too far behind.  The Smartest Kids in the World and How They Got There compares this method to a pit crew; as soon as a student is struggling, every service available is given so that the students can get back on the right track as quickly as possible.

     Finland also hardly has any private schools, vouchers, or charter schools.  Students, however, could apply to attend special schools for high performers that focused on science, math, or a foreign language.  This is sometimes done by upper class families.

Student Attitudes

     Students in Finland take education very seriously.  They care an enormous amount about their academics because they know that it is the only way to go to college and get a good job.  They do not necessary enjoy school, though.  Only 20% of Finnish students said they like math compared to 40% of American students.  Students in Finland did not enjoy many subjects because they were hard.

     Kids also have a lot of free time.  Finns do not play as many sports or hold down after school jobs.  Since they do not get homework, they have a lot of free time to spend doing activities of interest or spend time outside.  This might be the reason why Finns were ranked second in the 2012 World Happiness Report. Not only do citizens have time to pursue activities that they enjoy but they receive more income when graduating college.  Even though they may not enjoy school when involved, increased income is shown to increase happiness.

(http://www.citylifemagazine.net/uncategorized/cleantech-finlands-next-nokia/)

     What are your thoughts on Finland's education system?  Do they have a model that the United States should emulate?  Do testing and homework really not yield results?  Would better education and training for teachers lead to more respect which would lead to better learning?  I would love to hear your thoughts in the comments section about what you feel is positive about Finland's system and what they are lacking.

Enjoy!

The Smartest Kids in the World Part 1- South Korea

Hello!

     During our last snow day I finished one of the most influential and amazing books that I have read in my lifetime.  It is called The Smartest Kids in the World and How They Got That Way by Amanda Ripley.  Anyone who is involved in education (be that a politician, teacher, parent, student, etc.) needs to read this book.  In this novel, Ripley investigated the education systems of the United States, Finland, Poland, and South Korea.  She compared and contrasted each system, located facts and statistics, and discussed the history of each country to give insight into their background and what changes have been made.  Each chapter was more fascinating than the next.

(http://books.google.com/books/about/The_Smartest_Kids_in_the_World.html?id=pK5oWJp4BaIC)

     In the next few blog posts, I am going to discuss each country's education system and include the information that Ripley reviewed in her book.  In the last blog post on this topic, I am going to explain how teachers could utilize this information in their own classrooms to help education in America be the best that it can be.
     Before I go into details about each country, I need to explain how the education systems are ranked.  In 2000, each country around the world was eligible to take a test called the PISA (Program for International Student Assessment).  It is a two hour test that does not measure the answers to equations or multiple choice questions but the ability to think creatively.  Kids around the world took the PISA in 2003, 2006, 2009, and 2012.  Each time the test was given, more countries signed on to give it to their students.  In 2012, the test was available in over 40 different languages.  Overall, the results showed that the United States scored 26th on math, 17th in science, and 12th in reading.  This ranked our education system as 13th in the world. During the time of this publication, Finland was ranked 1st and South Korea was ranked 2nd.  (*Note: Not all countries are represented through this international test.  Countries like China, North Korea and Taiwan are not included in these rankings due to their governments and drastically different societies).  The findings showed that all students in the high ranking countries were all learning critical thinking skills in math, science, and reading.  They weren't just memorizing facts, they were analyzing information and learning how to solve problems and adapt which would help them in our modern economy.  The results also showed that the United States' elementary students did fine on international tests, especially in reading.  Problems arose in math and science and when the students came into their teenage years.  Through these blog posts we will analyze why this is the case for each country as well as the pros and cons of each education model.

South Korea

(https://www.cia.gov/library/publications/the-world-factbook/geos/ks.html)

     The first education system that I am going to explain is that of South Korea.  At the time of publication, South Korea ranked 2nd on the PISA.  This education system is one that is highly respected and acknowledged by President Obama and one in which the United States has begun to model themselves.  The Korean system (nicknamed "The Pressure Cooker") is driven by testing, and Korean teenagers spend more time studying than American teenagers spend awake.  South Korea has one of the highest high school graduation rates in the world, far higher than that of the United States, despite having dramatically less wealth.

(http://www.suitqaisdiaries.com/south-korea-five-quirky-attractions/)

The School Day

     The regular school day goes from 8 in the morning until 4 in the afternoon.  During this time, many students sleep in their classes (as in are in deep REM sleep) and teachers lightly tap them with sticks that have stuffed animals on the top which the students call "love sticks".  During lunch time, students have a freshly cooked meal.  In classes, teachers write students' test scores on the board from highest to lowest to publicly rank them.  Most of the tests in the school are graded on a curve so only 4% could get the top score.  In South Korea, there is a strict lesson to be learned when you receive a low score: You did not study hard enough and you have to work harder next time.  After 4pm, students clean the school by mopping the floor, cleaning the chalkboard and emptying the garbage.  If students earned a demerit or got in trouble, they had to clean the bathrooms.  At 4:30pm, they go back to school for more test-prep before having a freshly cooked dinner.  After dinner came a two hour study period.  Around 9pm, students finally left school. That is not the end of their learning, though.  From school, students go to private tutoring academics called hagwons.  At the hagwons, students will study until 10-11pm, which is when the studying curfew begins and makes the students stop.  All of this studying is the reason why the students sleep in the beginning part of their school day.  In Korea, everyone- parents, students and teachers- understand that receiving an education is a serious quest, more important than sports or self-esteem.  

The Korean SAT Test

     The reason students do so much studying is to pass a test that all seniors had to take in order to graduate.  It is similar to the SAT but it determines the rest of your life.  The highest score guarantees acceptance into one of the top three most prestigious universities in Korea which destined you to have a good job, nice house and high salary.  You were respected.  The only problem was that only 2% of seniors got into these top three schools.  The test was extremely difficult and could only be taken on one day, one time per year. If students did not do well, they could retake the test but would have to wait a year.  This test was so important that the government grounded all flights on the day of the test and police were stationed outside each school so that drivers did not honk in order to avoid the noise.  This is an extremely high pressure situation and everyone in the country understands its importance.

Korea's History

     Korea has a long and complicated history that has only changed recently.  In the 1950's, most of South Korea's population were illiterate.  After the Korean War, the country had to rebuild its schools and start again,  Still, in 1960, only a third of Korean kids went to middle school.  Over the next fifty years, Korea changed itself dramatically.  Since they had no natural resources of its own, the country cultivated its people, turning education into currency. The government explained to its people that if their children received the best scores and went to the best schools in the country, they would be set for life which would elevate the family's status.  Since education became of the utmost importance, a shortage of teachers arose.  The government decided to allow too many colleges with very low standards to train teachers.  When lawmakers saw that these new teachers were ineffective, they created a new system.  This new system included current teachers being evaluated by their own students, their parents and other teachers in order to eliminate the "bad" ones.  This evaluation system did not include test scores.

Problems with the System

     Due to education's importance, competition is in the extreme, not learning.  The system has become overly competitive, leading to an unhealthy preoccupation with test scores and dependence on tutoring facilities.  The purpose of learning has become lost, and students and parents fixate on test scores and rankings.  Additionally, students in this country loathe school.  When one girl in the book was moving to New Jersey due to her father's job transfer, everyone in her school in Korea told her that they were jealous that she got to leave.
     Even though Korean taxpayers spend half as much as American taxpayers on school, Korean families make up the difference by spending their own money on extra tutoring academies.  With all of the financial pressure for tutoring schools, many parents are having fewer children which is leading to a decline in the population.  Parents are convinced that the more they pay, the more their children learns.

The 4 Million Dollar Teacher

     Three out of every four Korean students are involved in hagwons.  In 2011, parents spent $18 billion on these schools in order to help their children succeed.  Once students enrolled, hagwons got involved in their lives right away.  Hagwons texted parents multiple times a day and 2-3 times per month they called the house to update them on their child's progress.  If parents were not engaged, that was the fault of the hagwon, not the parents.  
     In hagwons, teachers do not have to be certified and they do not get a salary; they get paid based on how in demand they are.  That being the case, the most in demand tutors could get paid millions of dollars.  One teacher was paid 4 million dollars a year for his tutoring services; he was the most in demand in the country.  All teachers get monitored and if the performance of their students drop, they get fired.  Many students said that they liked their hagwon teachers better than their regular teachers because they "teach more effectively".  One of the hagwon owners said that if it weren't for them, Korea would not do well on the PISA test. 
     Due to the intense pressure, there are studying curfews in place for the hagwons.  Hagwons operating after ten got three warnings.  Then they had to shut down for a week.  If the violation happened after midnight, the hagwon had to close immediately for two weeks.  People are asked to "rat" on hagwons that did not follow the curfew, and the government had paid $3 million to citizens due to this.

Major Problems

     Besides crushing their spirits, Korean students have an exorbitant amount of pressure and anxiety related to school.  One teenager named Ji ended up killing his mother when she was about to go to parent-teacher conferences.  He hid the murder for eight months and went on living his life normally before his crime was finally discovered.  Even though the crime warranted at least fifteen years in prison, the judge understood Ji's plight and gave him only three and a half years.
     Cheating on tests in Korea happens often.  These scandals involve hagwon instructors, students and sometimes even parents.  In 2007, 900 Korean students had their SAT scores cancelled due to leaked test questions.
     Korea also has a problem with suicide.  Korea's suicide rate for 15-19 year olds is lower than that of other countries like Finland and the United States, however, the amount of Korean adults that commit suicide are the highest in the world.

(http://www.bbc.com/news/world-asia-pacific-15289563)

     What are your thoughts on South Korea's "pressure cooker" education system?  Do you think that the United States should model themselves after this?  What are the pieces of this structure that we should include in our system and which should we ignore?  Are test scores and rankings more important than having a passion for learning? I would love to hear your thoughts so please comment below.  In the next blog post, I will discuss the highest ranking country, Finland.

Enjoy!