Never-ending story

How repetition helps a child's vocabulary

It may be boring for parents – but reading the same book over and over again to children is the best way to develop their vocabulary. Researchers at Sussex University have found that repetition is more likely to help them improve their reading skills.

"What we think is happening with reading is that each time a child hears the book, they are picking up new information," said psychologist Dr Jessica Horst, who conducted the research. She added: "We know that children who watch the same television programme over and over again do better in comprehension tests afterwards."

The researchers devised an experiment with three-year-olds in which they were exposed to two new words to test the theory. Each word was a made-up name for an unfamiliar object – such as a "sprock", a hand-held device for mixing food.

Over the course of a week, one group heard three different stories with the same new words. The second heard only one story with the words. Each contained a drawing of the new objects.

What happened was that those who had heard just one story were much better at remembering and recalling the new words when tested at the end of the week compared with those who had been read the three different stories.

"We know that the more books you have at home, the higher the academic achievement," said Dr Horst. "But what we haven't understood is actually how that learning happens.

"This research shows that it's not the number of books but the repetition of each book that leads to the greater learning."

Margaret Morrissey, of the parents' pressure group ParentsOutloud, said: "To a degree I could go along with that. The most important thing is taking the time to read to your children every night in the first place."

She added: "It is important, too, to allow them to choose the story to read. If you do that, nine times out of 10 they will probably choose the same one." However, she warned that it was imperative there were enough books in the home to allow the child a choice.

The research is by Dr Horst, Kelly Parsons and Natasha Bryan and is being published in Frontiers in Psychology later this month.

Meanwhile, a row broke out yesterday over plans to use non-words to test children on in the Government's proposed new reading test for six-year-olds. The test is designed as a phonics- based progress check to tease out those children who will need extra help to keep up in class.

The Department for Education is aiming to pilot the tests this summer. Phonics focuses on sounds rather than whole words. The UK Literacy Association said: "The inclusion of non-words is counter-productive since most six-year-olds expect to make sense of what they read."

However, Schools minister Nick Gibb said: "The new phonics-based reading check for six-year-olds will ensure that children who need extra help are given it before it is too late and then they can enjoy a lifetime's love of reading."

Pre-primary schools: NGO alleges malpractices in admission process

 Unhappy with the admission process at the pre-primary schools this year, an NGO, Forum for Fairness in Education (FFE), has sent a legal notice to the Chief Minister and School Education Minister of Maharashtra and Deputy Director of School Education.

FFE alleges that despite the tall claims made by the state government to curb the malpractices during admission process in pre-primary schools, no action has been taken against schools conducting admissions based on the interviews of students and their parents.

“Even this year, around 85 per cent schools have openly conducted interviews for students and their parents. Admission procedure for pre-primary was started in the month of October last year and will be completed by February 15. My client states that surprisingly one of the schools had asked parents to get a Character Clearance Certificate from the local police station. Despite all this malpractices highlighted in media across the state, the government has failed to take any stringent action against such schools,” said Jayant Jain, President of FFE, and parents associated with it have demanded strict action against schools conducting interviews and written test of students as well as parents for admission and schools collecting donations during admissions etc.

Jain added, “On one hand, the state asks parents to come forward and file complaints against such schools and on the other the authorities refuse to accept complaints citing this section does not come under their purview. I was left with no option but to take judicial help to stop this. Through this legal notice dated February 7, we have given the state government 15 days to act on the matter or we will approach the court.”

State seeks to regulate pre-primary education

 If all goes according to plan, the state government will soon be able to put an end to the “unaccountable practices” of school managements for  admission to pre-primary classes. This means that there will be checks on collection of capitation fee, which is described as voluntary donations by p

arents, and screening of children.

And this will be possible because of the Right To Education Act (RTE), which was launched on April 1, 2010.

The Act has mentioned banning capitation fees and also advised the state government to regulate the fees for pre-primary class by 2013. The RTE Act makes it mandatory for state governments to make changes in their systems and implement the rules within three years.

Currently, the state school education department does not have a say over the pre-primary school activities.

“Considering all these issues, and also that pre-primary class does not fall within our jurisdiction, we have decided to look into how we can bring it under the school education department,” said state school education minister Rajendra Darda. “Right now, it comes under the Human Resources ministry, which is not there at state-levels. So, there is no accountability as such.”

This is not the first time that the state government is trying to bring in pre-primary schools under its jurisdiction.

The state government, in 1996, had formulated the Maharashtra Pre-School Centres (Regulation of Admission) Act, 1996, which included all the issues, but it was scrapped before being implemented due to pressure from politicians.

Darda’s predecessor Balasaheb Thorat had initiated the process and sought the legal department’s opinion on the issue.
Thorat had also asked the Maharashtra State Council of Education, Research and Training to initiate discussions with stakeholders and formulate guidelines for pre-primary schools’ inclusion.

Heart disease cause of Hank’s death

 Hank the chimpanzee died in January at the Chattanooga Zoo from fluid around his heart and “sudden cardiac death,” according to necropsy results.

“We know he had a great life here at the zoo, and the report points to the fact that Hank was simply facing challenges of aging,” said Chattanooga Zoo Director Darde Long in a prepared release Monday.

The necropsy on Hank, who was 42 when he died, was performed by the University of Tennessee College of Veterinary Medicine’s Department of Pathobiology.

Hank’s final diagnosis was “Idiopathic myocardial fibrosis and sudden cardiac death,” according to zoo veterinarian Tony Ashley.

“Myocardial fibrosis occurs when the normal muscle tissue of the heart is replaced by scar tissue,” Ashley said. “This prevents the heart from pumping properly, and it interferes with the electric pathways through the heart. Hank died because fluid built up in the sac around the heart.”

The veterinarian said the fluid prevented Hank’s heart from filling properly.

“If the heart cannot fill with blood, it cannot pump blood. This is called cardiac tamponade, and it is lethal within minutes,” Ashley said. “Alternatively, the scar tissue could prevent the electric impulses from going through the heart properly. This could have caused a fatal arrhythmia.”

Hank was found dead on the morning of Jan. 24. Zoo officials said he had appeared to die in his sleep. He was the seventh zoo animal to die in a period of about a month over the holidays.

The chimpanzee’s unexpected death, coupled with the other recent zoo animal deaths, caused an outcry from a number of former zoo keepers and former zoo volunteers.

Some whistleblowers wrote to regulators and told the Chattanooga Times Free Press that they had concerns about the management and incidents at the zoo.

The U.S. Department of Agriculture’s Animal and Plant Inspection Service made a follow-up inspection and cited the zoo with several violations of animal care, including feeding concerns.

On Monday, Ashley said chimpanzee research has shown that 81 percent of chimpanzees have some evidence of the heart problems shown on Hank’s necropsy, and one in three die of sudden cardiac death because of the disease.

“So it is a fairly common disease in common chimpanzees,” he said. “The disease is called ‘idiopathic’ because there is no known cause for the scarring.”

Ashley also said there are no signs of sudden cardiac death in chimpanzees, except at the time of the death.

“Hank did not have your typical heart failure found in people, where there is a lot of coughing or abdominal swelling beforehand,” Ashley said.

The release of Hank’s necropsy was contained in an e-mail from zoo spokeswoman and board member Robin Derryberry. She said a fax of the necropsy would follow, but it was not received Monday.

Sandra Harbison, spokeswoman for the University of Tennessee’s College of Veterinary Medicine, said she was awaiting zoo permission to talk about the necropsy.

Springtime at the Artroom Gallery

 Published on Tue Mar 01 10:07:27 GMT 2011

Spring is in the air at The Artroom Gallery in Garstang with their new exhibition of artwork by two British artists, Ann Bridges and Barbara Jepson.

Both have created artwork on a floral theme for the ‘Promise of Spring’ exhibition.

Ann works from sketchbook studies and direct observation creating vibrantly coloured images. She combines painting and stencil based printmaking processes. Layers of inks are applied directly to the picture surface using small hand held rollers, allowing each layer to dry before adding the next. By wiping off areas that are not quite dry and drawing into the ink, hidden colours are revealed and the richness of the image is gradually built up.

Ann, based in Ruthin North Wales, is a member of the Royal Cambrian Academy. Much of her current subject matter is developed from happy childhood memories of playing in the garden, walking through bluebell woods and picking and pressing flowers.

Barbara Jepson is a textile artist who starts her pictures by creating colourful backgrounds using batik and printing methods. Following this she machine stitches layers of floral motifs until there is an abundance of plants resembling a cottage garden border. The exhibition continues until April 26.

* Helen Carr and Linda Robinson from the Artroom Gallery have revealed they are moving location.

In late March the gallery will be moving from Bridge Street to larger premises opposite Pipers Restaurant on the High Street. The Artroom Gallery specialises in quality British art and craft including ceramics, glass, jewellery and textiles. A variety of pieces handmade by craft makers from Lancashire and other parts of the UK will be on display.

The Prepared Environment

Montessori classrooms provide a prepared environment where children are free to respond to their natural tendency to work. The prepared environment offers the essential elements for optimal development. The key components comprise the children, teacher and physical surroundings including the specifically designed Montessori educational material. Characteristics of the prepared environment include: Beauty, order, reality, simplicity and accessibility. Children must be given freedom to work and move around within suitable guidelines that enable them to act as part of a social group. Children should be provided with specifically designed materials which help them to explore their world and enable them to develop essential cognitive skills. Mixed age groups (eg. three to six, six to nine, nine to twelve) encourage all children to develop their personalities socially and intellectually at their own pace. "Beyond the more obvious reasons why it is sensible to group the ages three by three, such as the little ones learn from the older children and the older ones learn by teaching the younger, every child can work at his own pace and rhythm, eliminating the bane of competition, there is the matter of order and discipline easily maintained even in very large classes with only one adult in charge. This is due to the sophisticated balance between liberty and discipline prevalent in Montessori classrooms, established at the very inception of a class. Children who have acquired the fine art of working freely in a structured environment, joyfully assume responsibility for upholding this structure, contributing to the cohesion of their social unit." There are prepared environments for children at each successive developmental plane. These environments allow children to take responsibility for their own education, giving them the opportunity to become human beings able to function independently and hence interdependently.

MONTESSORI AT HOME & HOMESCHOOLING ENVIRONMENTS

Many families are using Montessori principles at homes to provide to provide supportive environments for infants, to supplement the Montessori or other schooling of their children, to make their school studies more vibrant, to teach independence, or sometimes even to completely homeschool their children. Often these parents mistakenly think that they need expensive materials which have been produced for many years for Montessori schools. These materials are made to withstand the constant use of many children over many years and their cost reflects this durability. It is quite possible to provide a Montessori environment without these materials.

THE ROLE OF TELEVISION
Of course these are valuable tools for education, but we must keep them in balance with other experiences. In support of this balance, here is a quote from the July 1997 issue of The Atlantic Monthly: "Sesame Street" . . . has been around for twenty years. Indeed, its idea of making learning relevant to all was as widely promoted in the seventies as the Internet is today. So where's that demographic wave of creative and brilliant students now entering college? Did kids really need to learn how to watch television? Did we inflate their expectations that learning would always be colorful and fun? . . . . and finally I see a parallel between the goals of "Sesame Street" and those of children's computing. Both are pervasive, expensive and encourage children to sit still. Both display animated cartoons, gaudy numbers and weird, random noises . . . both give the sensation that by merely watching a screen, you can acquire information without work and without discipline.
Television . . .Is an anti-experience and an anti-knowledge machine because it separates individuals from themselves and from the environment and makes them believe they are living while they are only observing passively what other people decide to make them see. - Dr. Silvana Montanaro, MD, Psychiatrist, Montessori Teacher-Trainer
The primary danger of the television screen lies not so much in the behavior it produces as the behavior it prevents... Turning on the television set can turn off the process that transforms children into adults. - Urie Bronfenbrenner, Professor of Human Development, Cornell University

APPLY TO BECOME A "MONTESSORI MATERIALS" MEMBER OF WWW.MONTESSORI.EDU:

Educational materials suppliers of interest to Montessori teachers or parents who are interested in using Montessori philosophy at home are welcome to apply for www.montessori.edu membership. Acceptable companies should be overseen or approved by a certified Montessori teacher or trainer or have a good reason for applying for membership.

EDUCATIONAL ENVIRONMENTS AND MATERIALS - BIRTH TO AGE 12+

A sparse environment of carefully chosen materials calls the child to work, concentration, and joy. A crowded or chaotic environment can cause stress and can dissipate a child's energy. As Montessori education becomes more popular more materials are produced which are labeled "Montessori" and one must be more and more careful in selection. Too many materials, or inappropriate materials can be worse than too few.
Birth to Age Six: Before the age of six, a child learns from direct contact with the environment, by means of all the senses, and through movement; the child literally absorbs what is in the environment. The toys and materials in the home and school for this period of development should be of the very best quality to call forth self-respect, respect and care from the child toward the environment, and the development of an appreciation of beauty.

Age Six to Twelve: From age six to twelve, "the age of the Imagination," the children produce so much -- charts, models, books, timelines, maps, books, plays, etc. -- that the environment must be continually pared down to the essentials so that the children continue to create. Sensorial-manipulative materials, such as multiplication bead frames, can also be used for older children, but should be left behind as soon as the child is ready to work in the abstract. The materials for this age are made during Montessori teacher training and are usually of no value to untrained teachers. However the philosophy of respecting the child's choice and following the direction of his interests is of value anywhere.

Age Twelve +: From age twelve to eighteen, the child's education becomes more traditional: books, computers, and the tools of the place where he may be apprenticing or doing social work. This is transition to adult life during which time the child learns to function in the real world.  The environment now includes the farm, the public library, the work place, the large community.
At all ages, since the adult's special interests usually lie in one or two areas of study, we must be sure to introduce him to materials and lessons in all areas, all kinds of experiences, and not limit him to our own interests. In the words of the famous music educator Dr. Shinichi Suzuki, "What does not exist in the cultural environment will not develop in the child."

Maytime Montessori Nursery and Preparatory School.

Welcome to Maytime Montessori Nursery and Preparatory School.

We have been established for 30 years. We are a family run business and have been recognised locally for our excellence in early years education.

Staff are fully qualified with many years of experience. They also recognise and understand that all children are individuals with a variety of need and all with different learning patterns.

• Nursery Vouchers accepted.
• Full & Part Time Places
• French / Music & Dance Available
• Special Dietry Needs Catered For

Nursery Facilities
Outdoor Play Area, Separate Baby Units, Meals, Play Areas

Types of Nursery
Funded Places, Part-Time Places, Montessori, Office for Standards in Education

Nursery Education
Learning Activities, Reading Activities, Special Needs, Pre-School Education

THE ENVIRONMENT

Montessori newsletter on the home environment for children from birth to age 12 years:

The Montessori learning environment is much different than the traditional model. Instead of information passing from the teacher to the student, the teacher is skilled in putting the child in touch with the environment, and helping him learn to make intelligent choices and to carry out research in a prepared environment. The teacher then protects the student's concentration from interruption. This fosters a love of lifetime learning in the student. Keep in mind a triangle: the student, the parent or teacher, and the environment. It is the role of the adult to prepare, and continue to prepare, the environment, to link the child to it through well-thought-out introductions to books and materials, projects, and lessons, which nurture the child's exploration and creativity. Children thus taught often surpass both the level of education of their peers, and the knowledge of the adult in all areas -- then they learn to find answers for themselves. The Montessori school environment is arranged according to subject area -- cooking, cleaning, gardening, art, caring for animals, library corner, etc. -- children always free to move around the room instead of staying at desks. There is no limit to how long a child can work on something she has chosen. At any one time in a day all subjects -- practical work, math, language, science, history, geography, art, music, etc. -- will be being studied, at all levels, by children of mixed ages learning from each other, facilitated by careful observation, individual lessons, record keeping, and help of the teacher.

A Montessori Poem

By Bree Van Nes

A Montessori class is like no other,
Calm and peaceful, neutral in color
Amazing materials to challenge the mind,
And countless opportunities to grow and to shine,

A harmonious tone, where grace and courtesy are seen,
Children helping, children learning, exploring why leaves are green,
A joyous community where independence abounds,
Learning through the senses, sandpaper letters to learn the sounds,

Learning about the continents, working with landforms too,
Learning the parts of an insect, persevering to tie your shoe,
Pushing in your chair, rolling up your mat,
Using the Moveable Alphabet to spell the word, ‘c-a-t’

An environment where children work at their own pace,
Discovering, exploring, no pressure to win the race,
A philosophy that helps children be all they can be,
Guiding their learning by following their lead,

Intrinsically motivated,
Independent too,
The power of the absorbent mind
Soaking up knowledge through and through

Maria Montessori is one of a kind,
An acute observer, an intelligent mind
She believed in following the child’s lead,
And giving children the tools to help those in need

A Montessori class is like no other
And a teacher I’m proud to be
A role model, a facilitator, a nurturer, a friend,
Guiding them on a journey that I hope will never end

I feel so proud, so honored and blessed
To help each child achieve their best
To instill in them a love for life,
A passion for learning and a zest for life

Thank-you Dr. Montessori for inspiring me each and every day. I feel like I am on a constant journey and each day the children have something more to teach me. I can’t even put into words how much I love being a Montessori teacher - I wake up every morning excited to start my day and honored to be able to experience learning through the eyes of a child!
With thanks,

MONTESSORI TEACHERS

The adult in charge of these environments requires unique preparation. The traditional Montessori training is a full year of graduate work for each of the following three age levels, and stages of development, of children: Birth to three years Three years to six years Six years to twelve years. The Montessori middle and high school teacher ideally has taken all three training courses plus graduate work in an academic area or areas.

Out of a spirit of enthusiasm for following Dr. Montessori's ideas there is a wide variety of teacher preparation. Some have taken intensive, yearlong graduate courses, studying under experienced master teachers who have themselves undergone an exacting teacher-training certification program of several years duration. These Montessori teacher-trainees have earned their certification by passing rigorous practical, written, and oral exams. Others have simply read one of Dr. Montessori's books and applied some of her ideas in a daycare environment. Between these two extremes there are many other examples and no official check on the use of the word "Montessori." Due to the wide variation of the preparation of adult there is a corresponding variety in the success and quality of schools.

We know that allowing for the work of the inner guide is the hardest part of working in the classroom. It is easy to emphasize our own agenda; to weigh the academics disproportionately, to push for the quick solution, to substitute our will for the child's. It is so difficult to keep from over-directing, to observe without judgment, to wait for the child to reveal herself. Yet, over and over again, when we do honor that inner guide, the personality unfolds in a way that surprises - that goes beyond what we could direct or predict.

   - Dr. Sharon Dubble, Ph.D., Professor, Loyola College in Maryland

Montessori education has worked all over the world, with all kinds of children (wealthy, poor, gifted, normal, learning disabled, blind, etc.) and environments (from refugee camps and slums, to elegant schools in beautiful private homes). It is not the richness of the environment that determines the success of the Montessori method, but the preparation of the teacher.

Dr. Montessori learned early in her work that the education of teachers who are able to kindle flames rather than just fill vessels is not so easy. The Montessori method is philosophically and practically different from other educational methods, and also very different from the personal educational experience of most adults who become Montessori teachers. The words "directress" or "guide" is sometimes used rather than "teacher" because of the different role of the adult in relating to the child - directing him to find the best way to learn from the environment rather than from the adult.

Good Montessori teachers come from varied backgrounds, from artists to scientists, mountain climbers and dancers, to grandmothers! What qualities are needed to become a Montessori Directress/Director?

A commitment to the full development of the child -- to helping the child's personality unfold. Someone who therefore seeks tirelessly to gain the interest of each child -- ready to enthuse him but also able to stand back and take a supporting role when the child has become engaged in his own work. Also patience, a sense of humor, and a wide variety of interests which will help to bring perspective to their work and enhance the children's lives.

Maria Montessori

Maria Montessori was born in Ancona, Italy in 1870. She quickly distinguished herself from other girls of her social standing (middle-class but not very well off) by her determination to have a good education. In the face of opposition from her father she studied engineering at University and later switched to medicine; eventually she qualified as Italy's first woman physician.

Circumstances forced upon her the role of a pioneer for women's rights, and throughout the first half of her life every achievement was gained in the face of opposition from men who could not accept her encroachment upon their professional lives - which until then had been exclusively male preserves.

She was highly intelligent, accustomed to question the dogmas of her time and passionately committed to humanitarian causes. These factors combined to awaken her interest in the development of intelligence in the human being and in how children can be helped to achieve their full potential.

In 1901 she was appointed director of a centre for 'deficient and insane' children in Rome. She was appalled by the lack of respect shown to the children by the nursing staff and the starkness of the surroundings in which they were kept. She became personally involved in providing them with loving care and in enriching their environment. 

The application of a systematic, scientific approach combined with a loving,  maternal relationship with the children, allowed her to tailor programmes of education relevant to their specific needs - soon they began to learn things of which they had previously been considered incapable.

Her 'deficient' students were able to pass exams sat by 'normal' children of comparable ages in the public school system. The authorities would have been happy to applaud her results if she had been prepared to restrict herself to the specialist field of teaching children with special needs, but, awkwardly, Maria Montessori was not content to be sidelined in that way. She pointed out that the conclusion to de drawn from her results was not that she was an exceptionally good teacher but rather that the public school system achieved very little for the children who were forced to go through it.

"I studied the children and  they taught  me how to  teach them."

In 1907 she was given the chance to organise day-care for pre-school-age children from the slums of one of Rome's worst suburbs. Previous provision for the children had been appalling and they came from such squalid home conditions that they had little conception of how to behave in a civilised manner.

Maria Montessori applied what she had already learnt; she gave the children an opportunity to care for, and maintain, their own environment; she showed them how to look after themselves; and she provided them with interesting and well-constructed materials. Soon her results started to exceed even what she had expected. Whereas the children with special needs had had to be encouraged to take an interest in the materials that she provided, these children had an avid interest in everything - especially in objects that were clearly identifiable as being related to things in real life or which challenged the mind in a new way.

These 'Casa dei Bambini' (Children's Houses) established Maria Montessori's reputation and attracted attention from all around the world.

Worldwide interest in her methods was intense, and she travelled to America in 1913 where she worked with Alexander Graham Bell, Thomas Edison and Helen Keller. Subsequently many of her ideas were incorporated into nursery schools across the western world.

She returned to Italy to work as the director of schools in 1922  but left in 1934, due to her opposition to fascism. She spent the Second World War in India where she was interned by the British but was allowed to continue working - training teachers - and after the war founded teacher training centres in London and in the Netherlands. She died in 1952.

Famous Psychologist

Alfred Adler

Best Known For:

• Individual Psychology
• The concept of the inferiority complex
• President of the Vienna Psychoanalytic Society, 1910

Birth:

Alfred Adler was born February 7, 1870.

Death:

Alfred Adler died May 28, 1937.

Early Life:

Alfred Adler was born in Vienna, Austria. He suffered rickets as a young child which prevented him from walking until the age of four. Due to his health problems as a child, Adler decided he would become a physician and, after graduating from the University of Vienna in 1895 with a medical degree, began his career as an ophthalmologist.

Career:

Alder soon turned his interests toward the field of psychiatry, and in 1902 he was invited to join Sigmund Freud's psychoanalytic discussion group. This group met each Wednesday in Freud's home, and would eventually grow to become the Vienna Psychoanalytic Society. After serving as President of the group for a time, Adler eventually departed due in part to his disagreements with some of Freud's theories.

In 1912, Alfred Adler founded the Society of Individual Psychology. Adler's theory suggested that every person has a sense of inferiority. From childhood, people work toward overcoming this inferiority and asserting their superiority over others. Adler referred to this as 'striving for superiority' and believed that this drive was the motivating force behind human behaviors, emotions and thoughts.

Contributions to Psychology:

Alfred Adler's theories have played an essential role in a number of areas, including therapy and child development. Alder's ideas also influenced other important psychologists, including Abraham Maslow, Carl Rogers and Karen Horney.

Selected Publications:

Adler, A. (1925). The Practice and Theory of Individual Psychology. London: Routledge.

Adler, A. (1956). The Individual Psychology of Alfred Adler. H. L. Ansbacher and R. R. Ansbacher (Eds.). New York: Harper Torchbooks.

What Is Child Psychology?

A Brief Overview of Child Psychology

Child psychology is one of the many branches of psychology and one of the most frequently studied specialty areas. This particular branch focuses on the mind and behavior of children from prenatal development through adolescence. Child psychology deals not only with how children grow physically, but with their mental, emotional and social development as well.
Historically, children were often viewed simply as smaller versions of adults. When Jean Piaget suggested that children actually think differently than adults, Albert Einstein proclaimed that the discovery was "so simple that only a genius could have thought of it."
Today, psychologists recognize that child psychology is unique and complex, but many differ in terms of the unique perspective they take when approaching development. Experts also differ in their responses to some of the bigger questions in child psychology, such as whether early experiences matter more than later ones or whether nature or nurture plays a greater role in certain aspects of development.

The Different Contexts of Child Psychology

When you think of development, what comes to mind? If you are like most people, you probably think about the internal factors that influence how a child grows, such as genetics and personal characteristics. However, development involves much more than the influences that arise from within an individual. Environmental factors such as social relationships and the culture in which we live also play essential roles.
Some of the major contexts that we need to consider in our analysis of child psychology include:

• The Social Context: Relationships with peers and adults have an effect on how children think, learn and develop. Families, schools and peer groups all make up an important part of the social context.
• The Cultural Context: The culture a child lives in contributes a set of values, customs, shared assumptions and ways of living that influence development throughout the lifespan. Culture may play a role in how children relate to their parents, the type of education they receive and the type of child care that is provided.
• The Socioeconomic Context: Social class can also play a major role in child development. Socioeconomic status (often abbreviated as SES), is based upon a number of different factors including how much education people have, how much money they earn, the job they hold and where they live. Children raised in households with a high socioeconomic status tend to have greater access to opportunities, while those from households with lower socioeconomic status may have less access to such things as health care, quality nutrition and education. Such factors can have a major impact on child psychology.

Remember, all three of these contexts are constantly interacting. While a child may have fewer opportunities due to a low socioeconomic status, enriching social relationships and strong cultural ties may help correct this imbalance.

Topics Within Child Psychology

Child psychology encompasses a wide range of topics, from the genetic influences on behavior to the social pressures on development. The following are just some of the major subjects that are essential to the study of child psychology:

Teacher Workshops

This program invites local, regional and future teachers to learn more about the connections that can be made between contemporary art and traditional curriculum. During each workshop you will explore the exhibitions with our Education staff, participate in hands-on activities and take home lesson plans and other tools for classroom use. This popular program is great for networking and teacher training, development and continuing education as participants can earn CEUs. Bonus: each workshop includes delicious snacks and refreshments! 
Teacher Workshops are FREE to teachers and education students, but space is limited and reservations are required.
Please contact: Katie Labmeier 513.345.8419 klabmeier@contemporaryartscenter.org

Monday, October 25 • 6-8pm
Jumex Collection: A Thousand Ways to Speak

Presented by Althea Thompson, National Board Certified Teacher, School for the Creative and Performing Arts
This Teacher Workshop addresses the dynamic, playful and personal way artists and students can use text in the contemporary world. The workshop will give teachers the opportunity to build texts that reflect their own voice in a response to museums as institutions—using digital technology, fiber arts, painting and installation. The program includes a tour of the exhibition.

Monday, February 7 • 6-8pm
UnMuseum: Look, Touch, Listen

Presented by Vicki Sapp: Newport Junior High School Art Teacher and KYAEA Vice President and Regional Director

Full of interactive artworks, the UnMuseum represents a groundbreaking concept in education. The CAC commissions first-rate artists to create special exhibitions and works of art that speak to young audiences. This Teacher Workshop probes the foundation of what makes the UnMuseum so special and provides a great example of how all of the senses can be incorporated into interdisciplinary lessons.


Monday, April 11 • 6-8pm
Keith Haring: Community

Presented by Mary Glynn Auer: art faculty at Fairview German Language School
In his short but prolific career, Keith Haring brought together many people to create artwork, performances and exhibitions. This Teacher Workshop will highlight Haring’s use of community in his artwork and help you explore the potential of community in your classroom. Showcasing many works never before exhibited, the CAC's Keith Haring: 1978-1982 provides ample opportunity for arts integration into curriculum.

Excellence In Education

Excellence In Education

The concept of excellence in education is one that, on the
surface, seems to be unquestionable. After all, who would
not accede that students within our schools should, in fact,
excel? Certainly teachers, parents, and administrators can
agree on excellence as an aim to shoot for. The
interpretation of the term "excellence" is, however, less
obvious. How do we regard excellence? Is it the college
bound student with a broad liberal arts education? Is it the
student who graduates high school trained in a specific
trade? Many in the field of education cannot come to an
agreement on how our schools can best achieve excellence
for and from our students.

One of the many authorities who have contributed a model
for what schools should be is Robert L. Ebel. According to
Ebel, knowledge is the single most significant and most
important goal in the education of children. In his article
"What are schools for?" Ebel answers "that schools are for
learning, and that what ought to be learned mostly is useful
knowledge" (3). He builds this declaration in answer to
trends in education that focus upon other aspects of
learning in schools. Ebel states in the beginning of his
article, that he does not assume schools should be social
research agencies, recreational facilities, adjustment
centers, or custodial institutions. (3). While he does not
deny that our nation is currently wrestling with a dreary
array of social ailments, he does argue that the answer to
such problems can or should lie within the jurisdiction of
our schools.

The Purpose Of Education

The Purpose Of Education:-

 Education is defined as the act of acquiring general knowledge, developing the powers of reasoning and judgment, and preparing oneself intellectually for a mature life. Society will collapse if children do not go to school to become educated. Not one child will be smart enough to sit in a leading position and to know how to make the correct decisions. The primary purpose of education is to help children get into college or get them a good job to become better more efficient members of society.

Many parents and teachers make children believe that the entire purpose of education in school is to get them a paying job so that they can afford to stay alive. To do this, children must pass through elementary, junior high, and high schools to get into a decent college to become good at one thing in particular and then do that until the day they die. It is only partially true that education is for getting a job. People can only afford to live decently by having a well paying job. But one can only get such a job if he or she has the proper education. Education is necessary to get into a college to get a job to survive and keep living. Other figures of authority or importance will tell children that the purpose of education is to make them become happy and competent human beings. But people will be happy if they have money to pay for things and opinions to share with others. Getting an education to go through college helps all children who succeed in doing so become competent members of society. And due to this, the children can earn well paying jobs that will help them survive through their lives. Education also helps children become happier, knowing that they can input their educated opinions into different areas of life. The purpose of education is to get children into college so that they can get a good job and become resourceful members of society. This will also help to allow the children to become happier, more competent human beings.

Counselling Psychology Program Diploma in Guidance Studies

PROGRAM REQUIREMENTS

The Guidance Studies Diploma offers teachers and other professionals background information and basic skills and concepts in school guidance work. It is intended for those who wish to do guidance work (excluding individual and group counselling) in elementary and secondary schools. Those desiring a position in a school system are required to be qualified teachers. One letter of reference is required for admission. This program can be completed on a full or part-time basis.
Note: The Diploma in Guidance Studies is not a graduate program.
CORE COURSES:
CNPS 362 Basic interviewing skills (3)
CNPS 363 Career planning (3)
CNPS 364 Family education and consultation (3)
CNPS 365 Introduction to theories of counselling (3)
CNPS426 The role of the teacher in guidance (6)
CNPS 427 Guidance: planning and decision-making (3)
Total
Core courses 21 credits

ELECTIVES COURSES:

You can take CNPS 433, and any 300 or 400 level courses in the Faculty of Arts, Education, and/or Science (9)
Total Credits for Diploma 30 credits
Some of the undergraduate courses can be taken through The Continuing Professional Education - Distance Education.
Students are reminded that upon completion of all Diploma requirements they must make formal application to the Registrar for the award of the Diploma.

APPLICATION PROCEDURES, APPLICATION FORM and GENERAL REGULATIONS

See: http://teach.educ.ubc.ca/professional-development/admissions.html
One sealed, original letter of reference is required and should be mailed directly to the Teacher Education Office by the referee (address on the top right hand corner of the Diploma application form). Applicants will not be considered for acceptance until receipt of this letter.
Application for the Winter Session (September to April) should be made before April 30 to guarantee admission, but applications will be accepted after this date. Early application is advisable as classes fill quickly.
Note: This program is suitable for students who are interested in developing their counselling expertise or who wish to increase the likelihood of being able to register for prerequisite courses required for admission to the Master's program.

Ensure Society's Health as a Food and Nutrition Manager

In many areas of society, food and nutrition experts are required to ensure that the dietetic aspects of people's health are looked after. These experts are part of the field known as Food and Nutrition Management, and their titles include dietary managers, nutrition technicians, food and nutrition managers, food service coordinators and quality control technicians. Although tasks vary among the different positions, there are some skills that are common among all Food and Nutrition Management experts. For example, all employees in this field practice in accordance with the code of ethics while participating in a variety of settings. In addition, many create master menus, supervise the preparation of food products and special feedings, follow standardized recipes and production procedures as well as supervise food distribution and operation procedures according to standards. Lastly, all Food and Nutrition Management workers are well versed in sanitation according to established policy, procedures and regulations. Starting salaries average around $40,000 and can reach $45,000 to $55,000 after five years of progressive management experience. Work can be found in: hospitals, seniors' residences, nursing homes, extended care facilities, industrial cafeterias, airline food services, food manufacturers and community agencies.
However, before you can enter the workforce, a food management degree or diploma is required. Centennial College's two-year Food and Nutrition Management program allows students to get a well-rounded education in food, nutrition, business and human relations. To apply for one of the only post-secondary nutrition programs in the Greater Toronto Area, there are some prerequisites. First, you must present at minimum an Ontario Secondary School Diploma or equivalent or be 19 years of age or older. In addition, you must have compulsory English 12C or U or skills assessment, or equivalent and Math 11M or U or 12C or U or skills assessment, or equivalent.
Within this food management program, you will find a balance between practical application learning and theory-based lectures. Training occurs by students participating in on-campus food labs as well as in a seven-week placement in their fourth semester. During the placement, students have the opportunity to apply what they have learned as well as gain more knowledge by working alongside industry professionals. Please note that there are pre-job placement requirements that must be met by students of Food and Nutrition Management, which can be viewed on the admission page. In addition to placement and lab sessions, students study courses such as: Introduction to Computing, Human Aging, Nutrition, Mathematics for Food Service Management, Purchasing for the Food Service Industry, Medical Nutrition Therapy, Supervision Practices and many more.
This is also one of the nutrition programs accredited by the Canadian Society of Nutrition Management (CSNM). Food and Nutrition Management graduates are automatically eligible for membership in the CSNM and OSNM (Ontario Society of Nutrition Management). CSNM membership is a requirement of the Ontario's Ministry of Health and Long Term Care to work in a long-term care facility and most acute care facilities.

How to Acquire Training in Computer Education

Working to complete training in computer education allows students to step into multiple career fields. Training is offered inside several disciplines making if possible for students to follow their passion into learning opportunities. Computer education can be acquired at one of the numerous colleges that offer training programs.
The field incorporates all professional areas like installing a system, developing software, programming a network, designing a web page, and much more. Education is offered from the associate's to doctorate's degree level. Many programs also provide students with the chance to gain an undergraduate or graduate certificate. Acquiring a computer education is made up of key steps that serve as a guideline that students can follow. Steps that can be followed may include:

• Research the field to find what degree programs are available and from what schools.
• Choose a program based on career goals.
• Complete educational training.

Through these basic steps students can prepare for a satisfying career in computer education. Researching the field is extremely important in order to know what areas can be entered, what levels of education exist for that area, and which schools offer training. After this initial information is gathered students can decide what program is for them.
The most crucial step before a career can be started is completing a degree program. Students that obtain a formal education will have a much higher success rate in the highly competitive field of computers. When researching the field students will find that educational training options include:
*Computer Information Science
Students can expect to learn about the information systems, computer databases, and computer networks that are used inside businesses everyday. The focus of education teaches students how to work with technological communications. Through course topics on computer design, systems administration, software engineering and more students understand the concepts of artificial intelligence.
*Computer Technology
Training focuses on the troubleshooting procedures used to solve technical issues. Students learn to develop, install, and manage computer systems. Courses teach students to work with computer networks, hardware systems, and software applications, which are used to develop smoothly running businesses. Students should expect to study basic statistics, mathematics, and data structures.
*Software Engineering
Computers would be little to no use without powerful software. Degree programs train student to examine, develop, and manage software. Education centers on programming procedures to bring computer software up to standard and keep it running at a fast and proficient pace. A large component of training includes understanding programming techniques. Database management, software specification, and calculus are major core courses that students will complete.
The possible schooling options also include database technology, computer science, and computer programming. Students that are interested in how computers work and what specific technological components are used will be able to find degree programs that match their professional goals and personal interests.
Training is specifically tailored to prepare students to work with all areas related to computers. Students should research accredited computer education options and start the process needed to become professionals. Full accreditation can be received by schools and colleges that offer a quality education, through agencies like the Accrediting Council for Continuing Education and Training (ACCET).

DISCLAIMER: Above is a GENERIC OUTLINE and may or may not depict precise methods, courses and/or focuses related to ANY ONE specific school(s) that may or may not be advertised at PETAP.org.
Copyright 2010 - All rights reserved by PETAP.org.
Notice to Publishers: You may use this article on Ezine or on your Website; however, ALL links must remain intact and active. Failure to retain links is expressly prohibited and violators will be prosecuted extensively by law.

What Is Distance Education?

What is Distance Education?
Establish a definition of Distance Education, after analyzing how define some educational institutions. Examine the origin of distance education and compare the term with similar expressions.
Before attempting to explain the complex and controversial issue is useful to define the terms in question. In this case, before defining distance education, we should first define Education.
Education
A dictionary definition of education is:
"The act or process of educating or being educated." Or more simple "The act of imparting knowledge.
It is important to note that the words in the definitions above are action or process. But Education is associated with a place such as school, university, schools and not the process.
Learning
With regard to the concept of learning, there are various conceptions and interpretations. Examine some of them, as well as elements of them.
We call learning modality or man's ability to learn, which occurred as a result of motor activities that cannot be attributed simply to the process of growth and development as human beings.
We can say that learning is a process of acquiring knowledge and skills. For this process can be defined as learning, rather than passing a simple restraint must involve retention of knowledge or skill in question to allow for their demonstration at a future time. Learning can be defined in a more formal "as a relatively permanent change in behavior or potential behavior, comes from experience."




We note that learning can be understood:

1. As a product, ie the result of an experience or a change that comes with   practice.
2.  As a process in which the behavior changes, improves or controls.
3.  As a function since it is the change that occurs when the subject interacts with the information (materials, activities and academic experiences).

In the 80s there were three major changes on the theme of education and learning.
1. The passage of a psychosocial orientation of education to their integration into   a theory of teaching.
2. The paradigm shift from a predominantly behavioral, cognitive orientation to another.
3. Expanding the concept of learning which includes cognitive and effective.
For now define that distance education is a form of education, referring to the process, but this process is done remotely. For what could be defined as the act or process of educating or being educated, when this process is done remotely without using a physical space where members are meeting the educational process.
Consider that the concept of education includes the teaching-learning process, according to modern interpretations of the same, thus acting to achieve a better relationship with existing and common concepts.
The Distance Education Program was conceived as a means of informal education that would integrate with people who, for cultural, social or economic not adapt or no access to conventional education systems.

Definitions of other institutions

Let's see how some institutions define distance education.
Combination of education and technology to reach their audience through large distances is the hallmark of distance learning. This amounts to a strategic means to provide training, education and new communication channels for businesses, educational institutions, government and other public and private agencies. With predictions of being one of the seven major developments in the area of education in the future, distance education is crucial in our geopolitical situation as a means of disseminating and assimilating information on a global basis .- (Texas A & M University) .
Distance Education is distributing education that does not require students to be physically present in the same place with the instructor. Historically, Distance Education meant studying by correspondence. Today, audio, video and computer technology are most common modes of transmission: (The Distance Learning Resource Network DLRN).
The term distance education represents a variety of education models have in common the physical separation of teachers and some or all students (University of Maryland).
At its basic level, distance education takes place when students and teachers are separated by physical distance and technology (voice, video, data and impressions) often in combination with face to face classes, is used as a bridge to reduce this barrier (Distance Education at a Glance).
Using the above definitions we can identify three criteria for distance education.
These are:
• Separation of teachers and students, at least in most parts of the process,
• The use of technological means to unite education teachers and students,
• Using two-way communication between students and instructors.
Like terms.
 Now to distinguish between some similar terms, synonyms, Distance Education.
To define more clearly the issue now discuss terms associated. There are many terms that are used as synonyms for Distance Education. While many of these terms are related, there are differences. Usually when people use one of these terms or otherwise, unless they have a specific purpose related to distance education.
These terms include

Distance Learning (Distance Learning)
The school and instructor control of distance education but the learning is student responsibility. The student is responsible for obtaining the knowledge, understanding or application through the educational process.
Learning is the result of education. The teacher provides the environment that makes learning possible, but the student is performing it.
Distance learning can be considered a product of distance education.
Open Learning (Open Learning)
Open learning is a possibility of access to educational opportunities. Opening up opportunities for groups of the population that traditionally lacked the prerequisites for higher education. Open learning has changed the concept that education must be conducted within a prescribed schedule and school formal means.

Distributed Learning (Distributed Learning)
Distributed learning, also known as learning networks, combining different ways of sending mail. It is characterized by user groups and modes of communication, all computerized. The distributed learning are increasingly combining internal computer networks (Intranets) running on LANs (local area networks) and Internet.
Flexible Learning (Flexible Learning)
Flexible Learning seeks to optimize every opportunity for education. Recognizes that not all students learn the same way. Flexible learning focuses on learning strategies for individual students. Using all the strategies and techniques available to maximize the educational process. Flexible learning aims to be student-centered, emphasizing the responsibility of students, learning to train and rhythm of individual advancement.
At a basic level distance education takes place when educators and students are physically separated and technologies (video, voice, data, and print) are used combined with witnessing activities to reduce the impact of distance learning.
The distance education programs are providing adults a second chance at higher education and are helping those with limited time, distance, work or physical limitations, to update the skills required in their work.
How is Distance Education?
Currently using a variety of electronic means to send or receive support materials for distance education. Each institution determines the most appropriate media, in which it has at its disposal and its students well, and with them makes the combinations that best suit their capabilities. The media can be classified into four broad categories:
Voice: The educational tools related to the voice can be divided into passive and interactive. Among the former are the telephone, audio conferencing, voice mail and shortwave radio. The technological tools are passive voice audio recorders. Interactive technologies allow simultaneous communication in both directions, send and receive, while in the passive the student only receives the message and cannot answer it at that time.
Video: Inside find the video images, such as computer presentations (slide shows, Power Point, etc.) Filmed moving images (movies, videos, digitized film, etc.). And moving images transmitted in time real. These can be in one direction, such as those sent via satellite or commercial television or may be through computers in desktop video conferencing or interactive video conferencing.
Data: Applies to the information sent and received through computers. In this category are four broad categories:
• Computer Aided Education (Computer-assisted instruction (CAI))
• Administered by Computer Education (Computer-managed instruction (CMI))
• Education for Computer Multimedia through. (Computer-Based Multimedia (CBM)
• Education through Computers. (Computer-mediated education (CME))
Materials: This was the basic form of distance education programs, from the current systems evolved. It includes textbooks, study guides, workbooks, curricula, case studies, etc.. Currently one of the forms printed have been displaced by data sent via computer and made available to students via the Internet, where it is common to find programs of classes, lectures, study guides and some materials more. The student can now consult the Internet, forward them to your computer or print if desired.
Is Distance Education Effective?
Many educators ask if distant students learn as well as traditional students. Researchers who have compared the methods of distance education with traditional forms have concluded that distance education can be as effective as traditional forms of education face when using the methods and technologies, ie, when there is interaction between students and when they have timely feedback from the teacher.
One of the key questions associated with educational technology is whether it helps or not student learning. There have been two main approaches used to investigate the media. It compares the new medium (radio, tv computer) with a traditional classroom. In these studies comparing distance education with traditional methods in the classroom. Many studies have shown no significant difference in the achievements made as a result of the comparisons. The result achieved by students is not a function of the mode of teaching. Some studies have found higher returns when students used interactive computer programs, including email, video one way or two-way communication and media.
Other studies have focused on the learning context rather than a specific means of transmission. These studies have shown that students perform better when you combine several means of delivery and teaching techniques. They have studied the effects of using desktop videoconferencing used to evaluate the work of other colleagues or the effect of participating in large workgroups. The interaction between collaborative working groups and new educational technologies generally produce positive outcomes for students.
Finally, some studies have identified several factors that appear to be particularly important in distance education. A high level of student motivation, hard work and ethical, academic and technical support to students include measures which generally produce good results in the students. Support to students has been defined as providing not only academic, but also the identification and solution of problems of students, providing opportunities for interaction between students and teachers, and the ability to keep them motivated through monitoring of achievements and feedback.
Key elements in Distance Education
At first we define education as a process and as such has elements that play roles in the process. We discuss the key elements of distance education process and the changes they have experienced their roles for the effects of technology.
Students: Regardless of the context in which to develop education, the role of students is learning. This is a daunting task that usually in most cases requires motivation, planning and the ability to analyze and apply knowledge they learn. When distance education is to have a special burden that are separated from their companions, and they have near them who share their interests and knowledge. Furthermore, with the new technologies are now able to interact with peers who may live in very different to his, and enrich their learning experiences with others, and the experience of their teachers.
Educators: The effectiveness of any distance education process rests firmly on the shoulders of educators and teachers. In a traditional classroom, the teacher's responsibilities also include determining the specific content of the course, understand and address the particular needs of students. In distance education teachers must also:
• Develop an understanding and knowledge of the characteristics and needs of distance learners with little or no personal contact.
• Adapt teaching styles taking into consideration the needs and expectations of a wide and diverse audience.
• Knowing how to operate educational technology while keeping their attention on their roles as educators.
• Operate effectively as a facilitator and as a content provider.
Consultants: It's a new character in distance education that is used in remote sites to support the teacher or principal instructor, providing advice and support to students and being a bridge between students and lead teacher. Carry out functions such as installation of equipment and software meet the jobs and tasks, and use tests are the eyes and ears of the teacher in distant sites.
Support Staff: They are responsible for the numerous technical details and communication required in a distance education process function effectively. Usually responsible for the registration of students, duplication and distribution of materials, shipment of textbooks, control and distribution of correspondence between students and teachers, scheduling courses, checking grades, following the development of courses . On the technical side of educational technology, are responsible for the installation and operation of communication networks, installation or development of software required for the process of distance education, technical assistance with questions from students or correcting faults and communication problems, or performance.
Administrators: Administrators are directly related to the planning and implementation of distance education programs. Once in operation the programs achieve coordination among support personnel, technical, academic to ensure there are material resources, technological and human resources to achieve the objectives of the institution. Maintain the academic focus of distance education programs.
Why teach at a distance?
Teachers in a traditional school classroom support the realization of its kind in that they can observe the behavior of their students. Eye contact is an essential element for imparting knowledge. A quick glance lets them know who is paying attention and taking notes, who is preparing to ask a question or comment. It also allows them to detect a student who is bored and tired, as it is equally clear. Good teachers are attentive to the manifestations of their students' behavior and modify the alternate class activities according to the circumstances they detect.
In contrast, the distance teacher has little or no eye contact with students. In addition to the few contacts that are distorted or are somehow affected by the barriers imposed by technology. It is more difficult to maintain a stimulating teacher-student discussion when you are not seeing the faces or when to expect the arrival of the sound between the two remote sites.
However, many teachers who use it have the idea that the opportunities offered by distance education outweigh the obstacles to the use of technology. In fact, many instructors agree that the distance that requires preparation courses to help improve their performance as teachers. The challenges of distance education means are offset by opportunities for:
• To reach a wider audience of students.

• Meet the needs of students who cannot attend regular classes at universities due to limited work, time or space.

• Engage in class participation of experts from other areas that are located anywhere and that would not otherwise be accessible to students.

• Gather students of different cultural, economic, social and with varied work experiences and knowledge.

• Make education and training accessible to students in remote areas.

• Allowing can continue their studies without having to stop working and getting paid.

• Ensure that students can get expert advice from highly skilled teachers.
From a strictly educational standpoint, not managerial or administrative, that is, from the perspective of the creation, production, dissemination and critical evaluation of knowledge, technology can be applied in four basic ways which are:
1. How to help education?

2. How direct support learning?

3. "As an analytical tool for thinking systemically education?

4. How research helps to intellectual, scientific or artistic creation?
We do not doubt the enormous positive impact which the use of various telecommunications technologies in educational processes. Benefits are reported in economy of time in more individualized to the specific needs of each user, to facilitate content learning through greater connection audiovisual sensory and sequential themes, subjects studied, to shorten geographical distances, to communicate quickly to multiple people simultaneously, in rapid dissemination of findings, research and knowledge on student interaction with the learning experience and I can go on citing many advantages for the educational process appropriate use of technologies. It is a way of encouraging active student participation in learning.


 What to do to be successful learning?
Good educational practice is essentially the same distance to the traditional good educational practice and the factors that influence education are generally universal in different environments. Since the technology using distance education requires more planning and preparation, teachers who teach distance should consider the following factors to improve its effectiveness:
• It requires extensive planning and evaluation of equipment and training courses. The distance students appreciate teachers who are well prepared course and being organized.

• Students perform better when the program and class materials are well presented. The use of images and graphics and interactivity contributes to the understanding by students of the course. However, the use of visual aids should be considered in terms of the environment in which they taught the class and possible characteristics of students.

• Teachers need to be trained in the use of equipment and techniques suitable for distance education. Students learn best when the teacher dominates the hardware and software used for distance education.

Many distance students need advice and support to perform most of the learning experience. The support they can get from the combination of interaction with the teacher or other students through discussion forums and tools that will provide the teacher.

• Students appreciate timely feedback on course content, examinations or assessments and projects or works to be performed.

• Students will gain great benefits from learning to participate in small learning groups. These groups provide support and encouragement as well as feedback on course work and tasks. The groups also provide them with the assurance that if they need help, where will get it.

• Students generally stay more motivated if they are in contact with the teacher or counselor. The formal contact within the course design can be used as a motivational tool.

• The use of local facilitators who are responsible for developing a friendly environment for working with students and those familiar with the team and the course content, increase student satisfaction with the course.

For teachers, participating in distance education programs requires the improvement of skills they already have, rather than the development of new skills, so they must put attention to the following aspects.
• Evaluate the content really can be included and addressed effectively in any course. Given the logistics that distance education requires, submit the same content at a distance usually requires more time to present it in a classroom.

• Note that students who participate in your course will probably have different learning styles. Some team will facilitate learning, while others will be excellent independent work.

• Diversify and schedule the course activities and avoid long readings. Interleave content presentations with discussions and exercises for students. Keep in mind the medium or combination of them, which will run the course and discover all the advantages we offer.

• humanize the course keeping the focus on student learning and not the medium of transmission or technology.

• Consider using some components of printed material to supplement non-print materials.

• Use examples and case studies of local students as possible and support their students to understand and apply its knowledge environment of the course. Remember that the circumstances and environments in which students will be located are varied.

• Impulse their students to share experiences with peers and with the group. You can learn much more by sharing the experiences of all, in orderly fashion. Ask them to explain how things in their environment and how they apply the knowledge they are acquiring.

• Be concise. Use short statements and comprehensive. Ask things directly. Always remember that the distances make communication slower and that students need more time to respond.

• Develop strategies to strengthen students for review, repetition and remediation. For this, the phone counseling, email or audio conference can be very useful.

• Stay relaxed. Students need to familiarize participants with the new form of distance education in which they are participating. After the initial period the rate of progress in improving learning.
If the teacher uses appropriate strategies for interaction and feedback can identify and meet the individual needs of their students, while establishing adequate mechanisms to enable it to constantly improve the course. To improve interaction and feedback, keep the following:

• Use questions that students can study before classes to promote critical thinking and well-informed participation of students. Use the time on his side and avoid the improvisations of the students. Let them investigate and substantiate their shares.

• Since the beginning of the courses ask students to make contact with you and each other through e-mail to feel accustomed to the process. Maintain electronic communication forums can be a very effective tool.

• Establish and respect for their office hours at that distance learners can locate him by telephone, audio conferencing or desktop videoconferencing. Use the evening or night if the majority of students work during the day.

• Keep a variety of forms of interaction and feedback. The easier it is for different types of students select one in which they feel most comfortable. Consider also the personal visits whenever possible.

• Communicate with all sites or all students, if possible every week, especially early in the course. Determine students not participating in the first session and establish communication with them.

• Keep forms of communication available to discuss matters related to the content, relevance, the course syllabus, shipping materials, work in teams and form of instruction.

• Have students keep a journal about their experiences and thoughts on the process and ideas about course content. Ask them to send their units frequently.

• Use local facilitators to stimulate interaction when their students are hesitant to ask questions or participate.

• Ensure that all students have equal opportunities to participate. Diplomatically but firmly discourage students' attempts to monopolize or sites wishing to participate in class time.

• Make detailed comments on the work or opinions received, refer them to additional sources of information where they can enrich their learning. Answer promptly by the most effective and expeditious disposal.


BENEFITS OF DISTANCE  EDUCATION
• No boundaries of time or place.

• Ability to offer courses according to needs at the right time.

• Adaptation of content.

• Greater possibility of renovation continues.

• Provision of courses taught by professionals from the Association.

• Sharing Resources: Distance education enables the institutional resources of a school or institution will be used to teach students from other schools or institutions

• Greater access to students: Through distance education, students have access to instruction in more than one location, instead of only the local instruction. This makes learning more accessible for many students.

• Improving the quality of education: Distance education should be considered as a future goal of the organizations and institutions, as well as how to take advantage of any special characteristics of a remote location.

• Flexibility in time and space
Provides participants the flexibility to access the study material and study schedule that allows asynchronous, anywhere where they are

• Rate of custom study
Allow time management and use of the hours that best suit the participant according their own needs

• Specialized Faculty
It puts teachers experts in the field of knowledge available to participants
OTHER BENEFITS
• Autonomy in the study.

• Convenience.

• Flexibility.

• Time saving.

• Tutoring.

• Lower Costs.
Why are successful students?

Research suggests that students involved in distance education programs have certain characteristics that influence their performance in the courses:

• Student volunteers are seeking more education.

• Have college education goals

• They are highly motivated and self disciplined.

• Are older than those attending universities.
Studies have also shown that the following factors are important in both traditional and distance education.

• Willingness to seek help from the instructors.

• Serious attitude throughout the course.


Conclusion:
A high level of student motivation, hard work and ethical, academic and technical support to students include measures which generally produce good results in the students. Support to students has been defined as providing not only academic, but also the identification and solution of problems of students, providing opportunities for interaction between students and teachers, and the ability to keep them motivated through monitoring of achievements and feedback.