Our At-Risk Learning Specialists work hard to help scholars grow their reading levels and, more significantly, their love for reading. Check out Ms. Jay's take on how educators can better foster a love for reading at school! https://lnkd.in/eBXZbAak
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Founder, Bundle of Books Inc., NFP, Author, DrDanielle-writes, and CEO/Educational Resource Specialist, Anchor Academics
📚The Importance of Summer Reading for Children📚 ☀️Summer reading is essential for children as it helps to maintain and enhance their literacy skills during the school break. Research has shown that children who engage in reading over the summer are less likely to experience the "summer slide🛝," a decline in reading ability and other academic skills. At 🎓Drdanielle-writes, we believe that encouraging emergent readers—those just beginning to understand the fundamentals of reading—to dive into 📚 during the summer can foster a lifelong love of reading❤️. 📖Reading during the summer not only prevents learning loss but also promotes cognitive development, increases vocabulary, and enhances comprehension skills. It provides children with the opportunity to explore new worlds🌏, understand different perspectives, and stimulate their imaginations. By integrating reading into their daily summer activities, children can build a solid foundation for academic success and personal growth, setting them up for a brighter future. Drdanielle-writes.com supports and advocates for summer reading programs to help emergent readers develop a strong reading habit💫. Visit our website for more tips and resources. www.drdanielle-writes.com
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The Vital Importance of Early Reading Habits in Children In today's digital age, instilling strong reading habits in children from an early age is more critical than ever. Beyond being a fundamental skill, reading serves as a gateway to knowledge, imagination, and critical thinking. Studies consistently show that children exposed to books and reading from a young age tend to perform better academically. Reading fosters emotional and social development, nurturing empathy and interpersonal skills. Moreover, it sparks creativity and imagination, allowing children to explore endless possibilities. Parents, educators, and caregivers play a crucial role in creating a reading-friendly environment, filled with engaging books and encouragement. By prioritizing reading habits in the formative years, we equip children with the tools they need to thrive academically, emotionally, and intellectually throughout their lives. Let's open the doors to the magical world of books and guide our children towards a future filled with knowledge, empathy, and boundless imagination.
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Creativity, market trends, data analysis, collaboration, initiative and prioritization. Researching methods to improve consumer experience, and always seeking new information and ways to learn.
Great article highlighting the importance of high-quality curricula as key component to improving student progress.
Nice work Kristine Frech, Molly McCue, Carol Lai, Susan Lambert, and Paul Gazzerro on an article illustrating the work we still need to do with our youngest learners post-pandemic and the importance of universal screening and Science of Reading instruction:
New Data: Despite K-2 Reading Gains, Students Face a ‘Much Harder Journey’ Ahead
https://www.the74million.org
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School Improvement, School Discipline/Behavior Interventions (PBS/SEL), and MTSS Multi-Tiered Services Expert/Consultant
This Blog notes that most school leaders don’t fully understand the science-to-practice of Social-Emotional Learning (SEL)—explaining why many of their SEL activities are not resulting in the social, emotional, and behavioral student actions, interactions, and reactions they desire. Similarly, most schools are teaching students emotional self-control or self-regulation in ways that ignore the neurobehavioral and psychological research-to-practice. Thus, this Blog describes the science-to-practice blueprint needed to teach all students emotional self-control. We describe the components; neuro-physiological and psychological science; Emotional Control Paradigm; and how to condition self-control through social skills training. Implicit in this process is the goal of conditioning students to “Think before they Act”--counteracting the neurophysiology that results, emotionally, when they “Act before they Think.” To end the Blog, we show a 4th Grade video clip showing some of the components discussed, and provide a link to a free 35-minute webinar that expands on this topic and describes our 16-module on-line/on-demand “Teaching Students Social, Emotional, and Behavioral Skills” course. Read this important Blog. What do you think? https://conta.cc/46xzdQQ
Teaching Students Emotional Self-Control: What's Missing in Most Schools
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Maximizing the Benefits of Science of Reading. This brief outlines ways to ensure positive impacts of reading instruction. https://rpb.li/fur
How can educators maximize the science of reading’s benefits?
k12dive.com
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School Improvement, School Discipline/Behavior Interventions (PBS/SEL), and MTSS Multi-Tiered Services Expert/Consultant
This Blog notes that most school leaders don’t fully understand the science-to-practice of Social-Emotional Learning (SEL)—explaining why many of their SEL activities are not resulting in the social, emotional, and behavioral student actions, interactions, and reactions they desire. Similarly, most schools are teaching students emotional self-control or self-regulation in ways that ignore the neurobehavioral and psychological research-to-practice. Thus, this Blog describes the science-to-practice blueprint needed to teach all students emotional self-control. We describe the components; neuro-physiological and psychological science; Emotional Control Paradigm; and how to condition self-control through social skills training. Implicit in this process is the goal of conditioning students to “Think before they Act”--counteracting the neurophysiology that results, emotionally, when they “Act before they Think.” To end the Blog, we show a 4th Grade video clip showing some of the components discussed, and provide a link to a free 35-minute webinar that expands on this topic and describes our 16-module on-line/on-demand “Teaching Students Social, Emotional, and Behavioral Skills” course. Read this important Blog. What do you think? https://conta.cc/46xzdQQ
Teaching Students Emotional Self-Control: What's Missing in Most Schools
web-extract.constantcontact.com
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School Improvement, School Discipline/Behavior Interventions (PBS/SEL), and MTSS Multi-Tiered Services Expert/Consultant
This Blog notes that most school leaders don’t fully understand the science-to-practice of Social-Emotional Learning (SEL)—explaining why many of their SEL activities are not resulting in the social, emotional, and behavioral student actions, interactions, and reactions they desire. Similarly, most schools are teaching students emotional self-control or self-regulation in ways that ignore the neurobehavioral and psychological research-to-practice. Thus, this Blog describes the science-to-practice blueprint needed to teach all students emotional self-control. We describe the components; neuro-physiological and psychological science; Emotional Control Paradigm; and how to condition self-control through social skills training. Implicit in this process is the goal of conditioning students to “Think before they Act”--counteracting the neurophysiology that results, emotionally, when they “Act before they Think.” To end the Blog, we show a 4th Grade video clip showing some of the components discussed, and provide a link to a free 35-minute webinar that expands on this topic and describes our 16-module on-line/on-demand “Teaching Students Social, Emotional, and Behavioral Skills” course. Read this important Blog. What do you think? https://conta.cc/46xzdQQ
Teaching Students Emotional Self-Control: What's Missing in Most Schools
web-extract.constantcontact.com
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School Improvement, School Discipline/Behavior Interventions (PBS/SEL), and MTSS Multi-Tiered Services Expert/Consultant
This Blog notes that most school leaders don’t fully understand the science-to-practice of Social-Emotional Learning (SEL)—explaining why many of their SEL activities are not resulting in the social, emotional, and behavioral student actions, interactions, and reactions they desire. Similarly, most schools are teaching students emotional self-control or self-regulation in ways that ignore the neurobehavioral and psychological research-to-practice. Thus, this Blog describes the science-to-practice blueprint needed to teach all students emotional self-control. We describe the components; neuro-physiological and psychological science; Emotional Control Paradigm; and how to condition self-control through social skills training. Implicit in this process is the goal of conditioning students to “Think before they Act”--counteracting the neurophysiology that results, emotionally, when they “Act before they Think.” To end the Blog, we show a 4th Grade video clip showing some of the components discussed, and provide a link to a free 35-minute webinar that expands on this topic and describes our 16-module on-line/on-demand “Teaching Students Social, Emotional, and Behavioral Skills” course. Read this important Blog. What do you think? https://conta.cc/46x4Gmk
Teaching Students Emotional Self-Control: What's Missing in Most Schools
web-extract.constantcontact.com
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