The United States Department Of Education

What effect did your teaching strategies have in terms of promoting student learning and keeping your students meaningfully engaged? (APS 5.A–C)

Engaging students in the classroom can be a difficult task. Understanding the process of how students learn can help a teacher adapt the lesson to meet the needs of all students. I will encounter students that are not intrinsically motivated so I will need to find different ways to motivate each and every student. Understanding how my students learn can provide me with insights as to how to help each student learn which will minimize classroom management problems.

The New Jersey State Department of Education received government, state, and local funding for youths ages 5-17, as part of the 21st Century Community Learning Centers Program. The question is; how can the states revise and disperse the amount of funding allocated for after-school programs for the current number of children enrolled? How can we raise awareness about the higher enrollment after-school programs offered for children of all ages? The current data shows the ratio of children enrolled versus the number of children not enrolled, offset the amount of dispersed funds, and varies state to state. The New Jersey Department of education allocates the funded money towards after-school programs housed at public schools with a high enrollment rate while other states do not. This leaves a huge gap in society with not enough funds creatively used towards youth programs. Children of all ages should have access to an after- school educational program and support from within their community. Common motivational goals set forth in the evaluation for this program are, for children to receive the enhancement of moral values, equality, and diversity through after-school educational programs within their local school districts. This evaluation is based on the logic model format and designed to meet the needs and demands assessment criteria. Weighing the outcome of an economical developed society in which graduation rates will increase. While, in past the government started

As schools in Illinois transition to the new Common Core State Standards (CCSS), the Illinois State Board of Education (ISBE) has taken steps to provide districts with resources to aid in this transition. ISBE has created five foundational services with the goal of creating educational continuity throughout the state, from Rockford to Cairo. These five foundational services include continuous improvement planning, balanced assessment, teacher evaluation, new Illinois learning standards for mathematics, and new Illinois learning standards for English Language Arts (ELA).

According to the Georgia Department of Education, the Georgia State School Board of Education adopted a new set of standards known as the Common Core State Standards for English Language Arts. Since the Common Core Standards State Standards assess the same English Language Arts standards as the Georgia Performance Standards, Georgia’s curriculum is called Common Core Georgia Performance Standards. Of the ELA standards for first grade, one requires that students be able to ask and answer questions based on the details in a text. This standard also requires that the student be able to retell stories, including details, and demonstrate comprehension. This could be an issue for special needs students. Students with a learning disability in reading often have difficulty comprehending texts in books and other reading material that is written at their grade level. However, there are many strategies to use to improve reading comprehension in struggling readers. With the increase use of technology, my review is written to determine if pre-recordings readings are more effective than teacher-led read aloud in improving comprehension skills of students with disabilities.

The New York City Department of Education (DOE) serves 1.1 million students across schools (“About Us”). During the Bloomberg administration more than 140 schools were closed with no indication that the “administration’s closure policy improved outcomes for students in the city’s struggling schools” (“Standardized Testing Is Counterproductive, Corrosive and Corrupting”). Several studies have detailed the damage and disruption the city’s closure policy had on struggling schools in high-need populations with significant academic challenges (Fruchter). Bloomberg’s education policies were guided by The No Child Left Behind law, which required standardized test-based school reform including annual testing, greater flexibility for states and increased teacher qualifications in order to receive federal funding (Ujifusa). This standardized test-based school reform trend continued under the Obama administration 's with the Race to the Top program. Race to the Top rewarded states that used exams and data systems to track the performance of students and teachers, among other initiatives (Cite).

The New York Department of Education is debating re-zoning some of Manhattan’s schools in order to diversify the student bodies. Of all of the proposed integrations, the re-zoning of Public School (PS) 199 and PS 191 has led to the most persistent parent protests. On the one hand, this change would lead to a more diverse student body, reduce overcrowding at PS 199, and break down the walls of racial, political, and socio-economic division. On the other hand, it would potentially cause disruptive relocation, decrease property values, and create awkward zoning boundaries.

“ Students do become behaviorally, emotionally, and cognitively involved in the learning activities their teachers provide (e.g., write an essay, solve a math problem), and their extent of effort, enjoyment, and strategic thinking does predict important outcomes, such as achievement. But students also do more than this. Students also, more or less, proactively contribute into the flow of instruction they receive as they attempt not only to learn but also to create a more motivationally supportive learning environment for themselves ( Bandura,

A major accomplishment in administrative law occurred in 1946 when the House and Senate passed the Administrative Protection Act (APA), which outlined the formation of agencies funded by Congress (Gedid, 2013, p. 246, para 2). Through the use of the APA, congress delegated tasks to agencies by establishing the goals and purpose for each agency. The creation of agencies provided a consistency in laws and regulations with legislative power punishable by the judicial system. In the event an agency failed to meet the guidelines and focus set by Congress their funding would be eliminated thus dissolving the agency. Congress provides funding to the public education system throughout various agencies; therefore; it is vital that the rules and regulations set by educational agencies are followed to maintain funding.

The United States Department of Education was established in 1977 after Jimmy Carter decided to split up the Department of Health, Education, and Welfare by signing the Department of Education Organization Act into law in hopes of winning “increased federal funding for schools and teacher training.” The newly cabinet-level department began operation on May 16th, 1980. However, its name has differed over the past 130 years and its basis really began in 1867 by a legislation President Andrew Jackson signed into law. The original purpose was to help create effective schools across the nation by collecting information on teaching tactics and school systems. That purpose still holds true today and has expanded since then through its years.

There are different things a teacher can do to trigger this type of motivation in students. “Some examples of

students are composed of many diverse groups of people together, which is a problem for teachers when providing lessons. However, engagement is best method or way for people to acquire knowledge. In schools, engagement is an important way that students acquire their education. When students and teachers are highly engaged in school, teachers are able to help students improve their learning. In the article "Student Engagement", the author pointed out that highly engagement between teachers and students help to reduce dropout rates and increased levels of student success. Also, the author believes it motivates the students keeping them interested in school and their education. (Sadker, M) The action of engagement it benefits both students and teachers. From the schools, teachers and educators point of view, it is important for teachers to engage students in the learning process, because it helps teachers to know and make sure the students are learning. In the "Teachers Engagement" article, the author explain the idea of teachers engage students in learning help students motivated and interested in school. Also, in the article, the author pointed out that most students are do not know purpose why they are in school, and teachers by engaging the students in school help students realize the purpose of education. (Kennedy, C) With those reasons, it shows that engagement it important for students and teachers in

Keeping students engaged and on task can be, at times, the most difficult part of being a teacher. You have to come up with new ways to engage them and keep them focused on learning, especially at the end of the day when all they can think about is going home.

I will motivate my students to have their work done by doing something fun in the classroom or giving them the option to not have homework a few times a year. I believe this will allow them to do their work, for the reason that children like to be motivated when they have nice opportunities thrown at them.

There are many aspects to teaching and as a teacher it is necessary to understand the most important aspects of teaching and how they should be incorporated into the classroom. A teacher’s most important job is not to teach specific material but to build relationships with the students and ensure they feel safe and cared for. Once the teacher is able to ensure this then they should focus on teaching, however teaching is more than listing off facts and sharing information with the students. As teachers it is essential we try to engage our students. There are many ways to engage students and each teacher as a specific way they get their classroom involved in learning. During my field experience I have learned the importance of being able to engage students and I have seen what a classroom looks like when students are not engaged. My field experience has helped to reflect on student engagement and how I would place the experience in my philosophy of education.