Monday, July 29, 2013
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Tuesday, March 5, 2013
Home School Curriculum - 4 Tips to Find Out What's Best to Use For Homeschooling?
Once you decide to home school, the next item on your mind might be "What am I going to use to home school?" While it might be easy to freak out at this point and not buy anything because you don't know where to start, it's just as easy to go out and spend a huge amount of money thinking you need to get the most expensive program. Neither one of these scenarios needs to be the case when choosing home school curriculum and books.
Here are a few tips you can use when deciding the best curriculum to use:
1. In my opinion, the first thing you need to consider is learning style - yours and your child/children. Does your children like workbooks, creating their own books, reading a lot, reading a little, listening to music, having a quiet environment? These and more are all questions to consider when choosing the best home school program for you and your child. Check the learning style resources at my websites. Knowing your child's learning style can save you years of frustration and hundreds of dollars. If you pick a textbook approach and your child learns better with a hands on approach then you are setting yourself up for failure. Why not choose a home school program that aligns with their learning style so they can learn and retain the information that you are providing.
Home School Curriculum - 4 Tips to Find Out What's Best to Use For Homeschooling?
2. Think about what you can afford to spend. If you can't afford to spend anything then you will need to exchange some time for money. There are plenty of free and almost free resources out there that you can use to effectively home school your children. If you have money to spend, set a limit and work within that limit. Remember when purchasing home school curriculum, more is not always better. If you purchase too many books you may be overwhelmed and get frustrated.
3. Is it important for you to have your child work independently or do you want to direct everything they are learning or a combination of both? Self teaching programs are wonderful and can build confidence in the child. When you consider learning style and whether your child likes to work independently or with you, you will be able to make a much wiser choice of curriculum.
4. Realize that not all subjects require a curriculum. For the early years of home schooling Science can be taught with a library card, zoo pass and a walk around the yard. There are many wonderful lists of historical fiction that you can read to your children to inspire them to be interested in History and remember what they heard.
When you choose a home school curriculum or program, it's best to start with a skeleton plan of what you have and what you want and go from there. Determine learning style. Decide what kind of financial and physical resources you have. Determine how much time you have to devote to home schooling and what kind of character you want your child to develop. Then move on from there to choose the home school resources that will fit your family's needs.
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Do you want to know more about home school curriculum? Download the free homeschool eBooks How to Find the Best Homeschool Resources or How to Get Started with Homeschooling at http://www.homeschool-how-to.com/free-homeschool-ebooks.html
Heidi Johnson enjoys helping people find resources to simplify and improve their lives.
Monday, February 25, 2013
Some Ideas For Teaching Autistic Children
Teaching children is a difficult enough endeavor on its own. Throw in an autistic child with learning disabilities, and the task can seem overwhelming. However, the task is not impossible. By following some simple guidelines, you may be able to see a marked improvement. Whether you're a parent home schooling your child or a teacher with an autistic student in your class, these tips should prove helpful.
The first thing you may want to keep in mind is that autistic children are generally very dependent upon routine. Rather than fighting this, it is a good idea to incorporate it into the learning process. In a classroom setting, routine is already well established, but it can be more difficult in a home setting. The key, though, is to stick to a schedule, and to not deviate based on convenience or other factors whenever possible.
It can also be beneficial for an autistic child to learn in an environment that is as simple and uncomplicated as possible. Autistic children are easily over-stimulated, too many decorations or visual aides can serve to be a major distraction from the lesson being taught. An area free from distractions, loud noises and bright lights is what you should be aiming for.
Some Ideas For Teaching Autistic Children
Another interesting idea is to incorporate multiple methods of delivery into your teaching lessons. While many children respond differently to different mediums, this difference is much more distinctive in autistic children. They may respond best to visual images, so incorporating simple illustrations or symbols that represent learning concepts can be a valuable teaching tactic. Experiment to find the method of delivery that is easiest for them to learn from.
Offering an autistic child a choice is another great way to get them involved in the learning process. Rather than presenting a child with an answer and asking him or her to figure out if it is correct or incorrect, present a series of options and let the child choose the option that seems best to him or her. This is a great way to create an interactive teaching environment, and to stimulate thought and cognitive response from a child. It is also a good way for them to feel more in control, lessening the chance of a frustration outburst or negative associations with a particular lesson or idea.
A key point to remember is autistic children are extremely resistant to changes in their environment. Because of this, you should meet their expectations whenever you can. Introduce new ideas gradually. Introduce new learning methods when the child is having a good day or is in a positive mood. Adhere to routine as much as possible, as this is what your child expects and desires, and what will facilitate the most effective learning environment.
It's true that teaching an autistic child can be difficult. But it is not impossible. It takes a little hard work, a little patience, and significant understanding of the needs of the child and the teaching methods and strategies that will be most beneficial to them. If you follow these simple guidelines, you'll have a great start on teaching autistic children effectively.
Some Ideas For Teaching Autistic Children Check For The New Release in Health, Fitness & Dieting Category of Books NOW!
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By Rachel Evans. Sign up for a free newsletter for more information on autism. In the newsletter you'll find more information on teaching autistic chidlren.
Saturday, February 16, 2013
Simplified Biblical Instruction and Character Training For Kids
Every Christian parent wants their children to grow in Christlike character and learn and apply truths from God's Word. Teach with more confidence and experience greater success success with this simplified approach to Biblical instruction and character training!
Parents' Role in Biblical Instruction
Deuteronomy 6:6-7 tells us, "And these words, which I command thee this day, shall be in thine heart: And thou shalt teach them diligently unto thy children, and shalt talk of them when thou sittest in thine house, and when thou walkest by the way, and when thou liest down, and when thou risest up" (Deuteronomy 6:6-7). No matter what our "approach" is with our children, first, God's Word must first be in our hearts! It starts with us accepting and living out God's precepts for ourselves, setting a good example for our children. They say apples don't fall far from the tree. It's true! We can't honestly expect our children's character and commitment to GodâEUR(TM)s Word to exceed our own. Jesus himself said, "The disciple is not above his master, nor the servant above his lord" (Matthew 10:24). Instructing our children to live a certain way while our hearts aren't in it is just plain hypocrisy. If we are sincere in our commitment to Christ, our kids will know, because they live with us and see us at our best, and our worst. They know how we respond to struggles, stress, fatigue, etc. We aren't going to pull the wool over their eyes when it comes to our faith walk. If we are living a dual life, you know which path they will choose to follow: the path of least resistance, or the one that offers the most pleasures.
Simplified Biblical Instruction and Character Training For Kids
Theses verses tell us not only to believe, but to teach--and diligently! We need to instruct our children about what it is God expects from us. This means reading the Word to them and explaining what it means and how to apply it to real life. And notice who is doing the teaching--God is speaking to parents. We have to accept God's Word as our own guide for life and then instruct our children to do the same. That's a huge responsibility! What's the best way to accomplish this goal?
Honestly, when we think of teaching, we typically think of methods that were all but foreign to the Hebrews. The Israelites didn't sit at desks and do workbooks or hear lectures. They were taught through discipleshipâEUR"or following their teacher. We see this example with Jesus' disciples--His followers. They lived with and watched Jesus for years. Jesus didn't have a curriculum, let alone teach a Bible study. He showed them how to live by His lifestyle. The Deuteronomy passage connotes the same image. Parents, sharing with their children as they go about life--from morning to evening, and every step in between. Our children are our disciples, and they follow us as we follow Christ, so that they will follow Christ when our term as stewards is passed. This is the highest calling we will ever receive and we cannot waver in fulfilling our Biblical mandate.
Now, all of this may simply be a reminder or an encouragement to you at this point. After all, as Christian parents, we all desire to see our children walking with the Lord, don't we? So now let's dig in to some practical application.
Background
First, let me tell you a bit about how we arrived at our approach to Biblical instruction and character training.
A few years ago now, my husband went through a comprehensive, cover-to-cover Bible study to find out what the Bible had to about the subjects of parenting and family. During this process, he noticed 12 consistent character traits that were common to all of God's servants, from the patriarchs to the prophets, and ultimately Jesus Himself. Upon further exploration, it became obvious that these 12 traits could honestly be said to encompass the whole of Scripture and the essence of Christlikeness. These are the character traits that God desires us to both live out and disciple our children in. After all, Romans 8:29 tells us that God's goal for us is that we would grow into the image of Christ.
In focusing on these twelve values, we in no way diminish the whole of the Word of God, nor do we neglect to read, study, and teach it. Instead, we would say that the Bible is our road map (and a comprehensive one, at that!) whereas the core values are a compass that can consistently keep us pointed in the right direction. Remember the lawyer who summed up the whole of the Law in only two statements: "Thou shalt love the Lord thy God with all thy heart, and with all thy soul, and with all thy strength, and with all thy mind; and thy neighbour as thyself" (See Luke 10:25-28). In the same way, the core values adequately convey the essence of the Bible's teachings and help us to become the people that God wants us to be. By simplifying Biblical instruction and character training in this way, the process has become much less intimidating to us and we are more able to consistently help our children grow in their knowledge of the Word and in their faith.
With that being said, the twelve core values, in brief, are: faith, surrender, love, faithfulness, wisdom, self-control, righteousness, holiness, humility, diligence, generosity, and praise. Because the cornerstone of our faith is Jesus, let's take a quick look at how our Savior exhibited these values in His character. We'll also touch upon just a few of the many verses that show their importance to God when it comes to our personal spiritual growth.
The Person of Jesus
In talking about how Jesus embodied these values, of course there is a lot that could be said, so let's just do a quick overview.
Let's start with faith. Hebrews 11:1 tells us that faith is being sure of what we hope for and certain of what we do not see. Jesus certainly had confidence in who He was and in what God had sent Him to do. He spoke with his disciples of His death and resurrection. He knew that many would not receive Him, but that He would be glorified at the right had of God. His faith sustained Him through unimaginable trials. Not only that, His entire life was a walk of faith. He taught that we need only have faith the size of a mustard seed in order to see miraculous things happen--and He lived out that faith as He cast out demons, healed the sick, and brought physical restoration to those who were disabled.
The heart of surrender is giving up our own ideas and desires to follow the perfect will of God for our lives. Jesus did this as well. Very often he was tired after many hours of teaching and healing and would try to get away to a quiet place by himself. Instead, he would be followed by the crowds and, taking pity on them, he would continue to give of Himself to meet their needs. He continually laid down His own desires for His life to follow after the will of His Father--even unto His death on the cross.
Love was evident in Jesus' life in His continued servant leadership. And of course, He Himself said, "greater love has no man than this, than that he laid down his life for his friends." And of course He called His followers--and us--His friends, and gave the ultimate sacrifice of love for us all.
Faithfulness is a heart of obedience--doing what will please and glorify God, not out of duty but out of desire. Jesus, of course, did not want to go to the cross, but in His final prayers in the Garden of Gethsemane, He said, "Not my will but yours be done." He wanted to do what God wanted and willingly was obedient to death because He knew it was God's perfect plan and desire.
How did Jesus' character reflect wisdom? In comparing Himself to John the Baptist, He noted that others were critical of John's self-denial and life of holiness, whereas the same people were equally critical of Him for associating with "sinners." Yet, he said, "Wisdom will be justified by her actions." He knew that neither His life, nor the lives of others, were subject to the whims and judgments of others, but trusted Himself to the wisdom and direction of God, knowing that it was His Father who would justify Him.
Self-control was evident in Jesus' life as He not only fasted for forty days but then withstood the temptations of the devil in many fleshly areas, such as appetites and worldly desires. He continually denied Himself and exercised control over His flesh.
Jesus was also obviously a person of righteousness. He stood for the truth and was not afraid to call sin, sin. At different points, the Jews were called a "brood of vipers, "hypocrites," "blind guides," and so on. Obviously, Jesus lived an upright and blameless life before God and so was qualified to speak against the sin that was evident around Him.
Likewise, Jesus exhibited holiness in being set apart and pure in every way. He was without sin in His human existence. He spent consistent quiet time in communion with His Father and modeled a life given to God in every situation.
Humility was evident in Jesus' character as He washed the feet of His disciples. He spoke of the value of humility when He said that "whoever humbles Himself like this little child will be called greatest in the Kingdom of Heaven." He did not exalt Himself because of what He came to do; in fact, His mission was all but hidden during His life, even to His disciples. Jesus knew that only God needed to be aware of these things, and that God would lift Him up when all things were fulfilled.
Although we don't see Jesus working a job to support Himself, because His time was so short, He was certainly diligent in fulfilling God's call on His life. Day after day, He taught, healed, traveled, discipled, and spent time with God in prayer. He continued on with whatever God wanted Him to do, even to the point of exhaustion at times. Certainly, we can say that Jesus was a person of diligence, and it's no wonder that God would have us express this trait in our character as well.
Now, how about generosity? Although Jesus was not a man of great material means, He certainly gave more than generously of Himself, time after time--again, even to death on the cross. Although we most commonly think of generosity in relation to financial or material giving, Jesus modeled a true spirit of generosity that we all should have.
Finally, praise. An attitude of praise is willing not only to accept adverse circumstances, but to be thankful to God for them. Praise says that God works all things for good and that God's will being done is more important than our own personal comfort or blessing. Jesus did not live a self-sacrificial life grudgingly. He did not complain or ask God why? In the same way, the Apostle Paul reminds us to "do everything without complaining or arguing..."
With a basis now in how Jesus lived out and exemplified for us these twelve key character traits and values of God, let's move on to how we as parents can encourage our children in these areas in consistent and practical ways.
Biblical Instruction
Let's look at how the "core values"can complement your family's Bible reading and study, such that your children will understand of these elements of Christlike character and develop a desire to grow in these areas.
We make it a point, of course, first and foremost, to take time for Bible reading every day, since this is the foundation of spiritual training. A daily time in both the morning and evening has been most beneficial for us and we would highly recommend it; however, this does not have to be a lengthy time, nor do you need to make a formal "lesson" out of it. God's Word is alive and active, remember, so all you have to do is read it. You may choose to read a particular book, or you may read topical verses--whatever seems appropriate to you. Reading, guided study, discussion, and even re-enactments are all appropriate elements in a family devotional time.
We believe that the family devotional time should be an adult-led time. This helps children develop a reverence for God's Word and understand its importance in their lives. While it should not go on so long as to be boring for the children (they do have short attention spans!), this is a good time to encourage them to be self-controlled and put their best effort into hearing and understanding the Word. Brief discussions, occasional questions directed at the children, and the like, will make the time interactive and interesting for the whole family.
Values-Based Instruction as a Supplement to Bible Teaching and Reading
Now, supplemental "core-values" based training has been very effective for us in keeping God's Word consistently in our children's minds and hearts and in growing their character in a godly direction. The children's base exposure to the values occurs during what we call (surprise, surprise!) "core value lessons." Two evenings per week, my husband conducts a brief lesson with the family. It doesn't usually take any particular advance preparation or special knowledge. He simply states the particular core value he wants to emphasize and reads the Bible verses that support the value. It's as easy as grabbing your Bible and a concordance and looking up the "values" and related terms to identify key, teachable verses. This is a good exercise in Bible study for the whole family to participate in together.
After reading through some of the relevant verses, we'll follow up with a simple illustration from a recent family occurrence to make it memorable, or engage in a related discussion for as long as there is interest. We also choose to memorize many of these key verses as a family so that we have them "at the ready" during everyday incidents and challenges. If something we have read readily suggests a follow-up game, activity, or re-enactment, we will do that. Some of these games have become long-standing family favorites, like the "roaring lion" game, which came from 1 Peter 5:8-9. Our core value lessons typically take no more than 10 to 15 minutes and are designed to offer a solid Biblical foundation for observance of the core values in day-to-day living.
In addition to the formal core value lessons, we also occasionally choose a core value theme for each day, which can be a great help at those times when the children need encouragement in exhibiting a certain character trait. We might provide focused activities that will emphasize a specific core value, and will be on the lookout to offer praise (and maybe even an extra little treat!) when we catch them living out the value of the day. For example, the children will go through stages when it seems they're having difficulty sharing (an expression of the core value of generosity). We'll have a "sharing" day where they'll have a certain number of chores, and they'll have to share the work cooperatively. They may also get to choose one toy or game to play with for a set period of time, all together.
Throughout the day, we also try to spontaneously praise or reward progress and significant evidence of the core values with a small treat, an extra 10 minutes of play time for our school-age children, an early release from chore time (with Mom or a sibling finishing the task), a sticker for the younger children, or something similar.
Consistent core value training also means that we all strive to apply them in life's circumstances on a daily basis. It's as simple as pointing out which core value God would like to see us live by in any given situation. For example, if the children are having a hard time sharing a toy, we can say something very brief like, "Because generosity is a core value of God, he wants us to share. Who would like to be blessed by obeying God and sharing?" This is a simple way to encourage right behavior and remind the children just why we strive to live by these standards.
Similarly, if we notice a core value playing out in our own lives, we will bring it to the children's attention. One example might be, "Well, guys, I don't like getting stuck in traffic, and I'm sure you don't either. But since praise is of value to God, let's praise God that maybe he's using the traffic to keep us from an accident, or to keep us in perfect timing for whatever he has planned ahead. Maybe we can put on some praise music while we wait. In this way, the children are being consistently trained in the core values and they see that living according to God's precepts is important to everyone in the household.
The Core Value Progress Chart
One invaluable tool that we have developed to consistently reinforce the values that God values is the Core Value Progress Chart. It's simple, really. It just has each child's name on it, along with a list of the twelve core values. We choose specific target behaviors that we'd like to see each child exhibit as a reflection of these character traits and, each evening, talk about whether or not they have made progress in living out the Word of God as reflected by these behaviors. For example, a target behavior for faith might be spending personal time in reading the Bible. A reflection of self-control may be showing restraint with serving portions at meal times--or especially when selecting desserts and snacks!
One thing that we did not want to see happen with the use of the chart is that it would become "the end"--in other words, to have our children "perform"to get check marks on their charts or treats for rewards, when really we want them want to live the Word of God for His pleasure and His blessing. So we have purposed that this system would be one of encouragement. Granted, it can quickly be manipulated and simply become a parent's tool by which we can discourage (or reprimand) poor behaviors. We always keep in mind, though, that no matter what target behaviors we choose, as we evaluate we should focus on praising our children for sincere effort and progress. Very often, as we start going through the charts, we'll just begin by asking each child, "What did you do today that you think was particularly pleasing to God?," or "Even if you didn't do perfectly, was there an area that you were really seeking God to help you do better in, in which you felt you made some progress?" In this way, the chart becomes more of a reflection of their walk with God and their growth in Christlike character, instead of Mom and Dad's evaluation of how they have done for the day.
With the use of this system, we have found that our children have responded with consistent improvements in behavior and character development, and with stable performance over the long haul. And when they do need correction, the core values also provide a simple and direct means of addressing those areas. Backed up by the verses that we teach and train during our lesson times, the children quickly come to understand how God wants them to be, and the authority of the Word becomes the associated basis for the character growth that we try to encourage.
The Benefits of Values-Based Training
What are some of the benefits of this type of approach to Biblical instruction and character training?
From my pre-children experience as a elementary-grade teacher and particularly as a pre-school teacher, I knew that children have finite attention spans. My own children obviously proved this out as well. And, let's face it, the Bible is a big book and can be hard to understand. These two factors combined can make the process of instructing our children in the Word a challenge. Getting children to retain all that the Bible teaches is just about impossible--especially if we, as parents, feel deficient in our own knowledge of God's Word.
With that being said, I will say that reading straight through Scripture at a family devotional time each day is an excellent means of sharing the Bible with our children. It imparts the historical context and setting like no other method could. That's why we are in no way diminishing the value of reading God's Word as-is.
However, when it comes to imparting God's heart concerning our character and behavior, we have found that our children respond to the teaching much more powerfully when it is presented by core value theme. Reading one verse about faith to a child has impact; however, reading as many as 10 or 15 in a sitting, memorizing some of those verses, and emphasizing those truths during everyday "teachable moments" effectively opens up the Scriptures and brings the Word where it belong--in our children's hearts.
Another benefit is that a two- or three year-old can easily understand the core values and their basic definitions, whereas understanding some of the Bible passages would have proved beyond their comprehension. Building Biblical knowledge and Christlike character around core values empowers us as parents to be imparting God's Word to our children years before we would have been able to through conventional Biblical instruction.
When it comes to utilizing the Progress Charts as an evaluative tool, we have learned through use of this system that we, as parents, rarely see the big picture with our children's spiritual and ethical health. We often focus on the one negative thing they have done most recently, and fail to recognize all of the small positive things they had done for the remainder of the day. If we simply rated our children on a pass/fail basis, according to how we thought they did, they would receive much less encouragement than is promoted through use of the charts. This system forces us to review all the aspects of their behavior that God values, rather than simply things that seem good to us or make our lives convenient.
As well, we have found that even when our gut instinct would say that a child was behaving poorly, the child may have scored very well on all but one or two core values. It has been a very enlightening experience for us to faithfully use this tool. It has also improved the attitudes of our children and has really encouraged better behavior on a consistent basis. Use of this system has not only helped us to be more encouraging to our children, but it has been a great encouragement to us as well, because it helps us keep a proper perspective on the "day-to-day" of being in the trenches of parenthood.
Use of the charts has also led us to an important observation about our children's behavior versus their heart condition. They may have what we would consider a very good day--a good attitude, no arguing with their siblings, obedience to us as parents, and very little (if any) administration of discipline. Yet, on many of those days, they still could fail to earn the eight marks on their chart that would bring them the desired reward.
We realized that although they are "performing" well, they still are not making the necessary effort that is required to live out God's values. They may play well independently and avoid altercations with their siblings, but they also aren't looking for opportunities to actively share or serve during those times. Although they have a good attitude, they are not expressing praise to God. Likewise, they might simply neglect to pray (as an expression of faith). These omissions affect their overall core value progress and show us that they need some "heart encouragement" to help them remain faithful in proactively living out God's Word. At these times we lovingly remind them that living out God's precepts, and receiving the rewards that He promises us, takes committed and continuous effort.
An added benefit is that the charts are a concrete way to give meaning to something that would otherwise be abstract to young children--living out "the values that God values." Because we emphasize the heart of the child as much as the behavior, we are helping to bridge the gap between the law of obedience (to us as parents) and the goal of faithfulness to God's precepts.
Overall, our use of the charts, coupled with Core Value training and Biblical instruction, has had tremendous effects on our children's behavior and has truly tied up any loose ends in our parenting regimen. It has helped us all to make a more consistent effort to live by the values that God values, and to mutually encourage one another along the journey.
Whether you use a method such as this or choose something that works better for your family, the important thing is to continually have a heart of discipleship toward your children, to nurture them in God's Word consistently, and to look forward to the fruit of your efforts and your perseverance as they mature.
Simplified Biblical Instruction and Character Training For Kids Check For The New Release in Health, Fitness & Dieting Category of Books NOW!
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Cynthia Carrier is the homeschooling mom of seven children and author of The Growing Homeschool: Integrating Babies and Toddlers into Your Already Busy Schedule and the children's character training coloring book, Growing to be Like Jesus. She also has written, with her husband, Marc, The Values-Driven Family: A Proactive Plan for Successful Biblical Parenting and Values-Driven Discipleship: Biblical Instruction and Character Training Manual. She has been a popular speaker at homeschool conventions and events.
The focus of Marc and Cindy's "Values-Driven" ministry is to encourage and equip Christian families to make the most of every opportunity: that is, to serve God, participate in fulfilling the Great Commission, and raise children who love and serve the Lord. For more information about their resources, for fresh inspiration on your family journey, or to find practical helps-including dozens of FREE DOWNLOADS-visit http://www.ValuesDrivenFamily.com.
Saturday, February 9, 2013
Disadvantages of Computers in the Classroom
To start the most significant fact that should be stated is that the computer is a tool, and as with any educational tool, from books to crayons, it can be used to enhance the curriculum and promote learning, but it can also be misused and abused. In this essay, I will discuss the disadvantages of having computers in the classrooms due to the misuse and the abuse of this tool.
I found it hard to find research that had been done on this topic because not only is the research on the effectiveness of computers in the classroom scarce but the research that is there is often done by software companies and therefore may be biased. (Emmans 2001). Even though there is no clear-cut answer to the question of a computer being a friend or foe in the classroom, having an unsolvable question of good or bad brings many issues to light.
For example, the fact that much of the software designed for children is appealing to them. If nothing else, it at least holds the children's attention. Though this may seem like a positive characteristic, consider this, just because a television show holds your attention, does it necessarily educate you? The answer to this is simple, maybe some do, but certainly not all do, mostly they are just simply entertaining. This causes me to raise an eyebrow at some, not all, software. As a teacher, one must not use time-fillers, cause a child can watch television or play on a computer at home, but as a teacher, we must educate, and if there is no educational value in the software, what good is it for a teacher?
Disadvantages of Computers in the Classroom
On the defense for teachers, another reason for computers being a shortcoming is that sometimes the software is not obvious that it is non-educational. This can be a common mistake of any educator, being fooled that a product could be educational when it is merely entertainment software dressed up in an educational costume aimed at these gullible teachers.
According to Cindy C. Emmans (2001), a professor of Educational Technology at Central Washington University, on software in the classroom...
" Often feedback is the key to learning, and computers are appealing because this feedback can be immediate, which is of course a very effective learning tool. Unfortunately, this feedback is not often as effective as it might be, perhaps because it is not easy to return to the original question to try again, or the student must begin at the beginning to review the original content rather then backing up a step or two. In some cases, the feedback for the wrong answers is more appealing than that for the right answer, causing students to try and get the wrong answer simply for the entertainment value".
Gerald W. Bracey sums it up adequately in a journal article called Principal by basically saying that the bells and whistles are all there, but the education is not, because it was not produced by someone who understands how children learn. (1996, p.6).
More arguments in the research area continued in September of 2000, the Alliance for Childhood published a statement against the use of computers in schools. More than 85 experts in various fields including psychiatry, education, and philosophy signed the statement in which calls for a suspension on the promoting introduction of computers into the nation's elementary schools until there is a more careful assessment of their effect (Hafner, 2000). Another influence in opposition to computers in classrooms is that of Jane Healy, an educational psychologist and the author of "Failure to Connect," a book criticizing educational applications of computers. Thomas Crampton interviewed Mrs. Healy and she declared that computers "can hurt children's personal skills, work habits concentration, motivation, (and) the development of social skills" (IHT, October 2000, p. 19).
Another reason that computers in the classroom would prove to be a disadvantage is the availability of computers in the classroom to each individual student. It is rare to find a school that, in each classroom, has a computer supplied for each student. This then brings up the problem of scheduling and rotating the students to the computers available. (Tiene 2001) This begins a whole new ball game in which you are now consuming a lot of time in which could be used for more productive measures rather then scheduling computer time for each student. If this is the case, and only a specific amount of students can be on the computer at one time, then you are dividing your classroom, and not integrating it, as it should be. This causes many difficulties in teaching a whole group instruction, which leads to problems in skill development, since the attention of some students is lacking. (Tiene 2001).
On the Colorado state education web site (2003), I was able to find questions that were asked to teachers regarding computers in their classrooms. The teachers were asked, "What do you find unattractive about teaching in a computer based classroom?" The one teacher commented that, " Students have a tendency to come in a print out their papers at the beginning of class instead of coming into class with a hard copy..." Another teacher said, " Technological difficulty, your whole lesson could be shot for the day if the computer would go down". When the teachers were asked about the difficulties they faced themselves and with the students due to computers in the classroom, they answered, " It is hard to get the students attention when they are on the computers." Another teacher commented, " There are times that I send them to work and instead they are interacting with each other." Another teacher stated her fear of the computer classroom by saying that, " Students are at their own screens, they're in their own little world, and they are not talking to their classmates, sometimes I think that they don't even know half the names of all the people in their class." (Barnes 2003)
I feel that these teachers comments are very important when looking at the issue of computers in the classrooms, because these are the people that actually interact with the children in the classroom, they are not just some random research study by a software company, these people are the real thing, and they see how computers are effecting their classrooms.
Another issue of computers in the classrooms regards the child's health. If a child were to be functioning on a computer for a long interlude of time or with incorrect positioning they will inadvertently obstruct their own health, some problems caused from this include muscular-skeletal injuries and vision problems. (MacArthur & Shneiderman, 1986).
Another issue concerning computer use in classrooms is that a lot of teachers have not been trained to use a computer, and many do not know how. An enormous amount of time would have to be consumed for the teachers to learn both the hardware and the software of the computer. They also would need time to collaborate with other teachers. Time is something that many teachers spend planning lessons and the weekly events of their classroom. The other problem that was just mentioned was the training of the teachers. Some educators do not have local training options available to them. Some do not have the time or money to spend on it. Another issue is that even if a teacher does go through training, there are always unsuspected things that can go wrong with a computer. If a teacher were to base their whole lesson on a computer, and it were to crash, and the teacher just being minimally skilled in using computers, would not be able to fix the system so that they could continue their lesson. (Tiene 2001).Therefore an on-site technology expert would be needed on site at all times in case any of these incidences would happen, and quite frankly I do not think that there are too many school districts looking for another expense.
Another reason for computers being a disadvantage in the classroom is that if the computer is Internet accessible, if this is the case, then the children can be exposed to Internet content that is not appropriate for their age level. They can also be exposed to child predators, which is a huge concern in today's world.
Though this may seem far-fetched it truly is not in an article published on the gurdian angel websitein 2000 states,
"The facts are plain. Children are being targeted, solicited, and made victims by pedophiles. What do the ratios or statistics matter? Isn't even one too many? These predators range from the simple minded closet pedophile who has surfaced because they believe they are safely anonymous behind their account alias, to the highly organized and skilled child pornography rings that operate predominantly off of US soil, behind quick discard web sites, and anonymous re-mailers, pushing their hideous wares for big profits. Have you ever heard of a child being molested or kidnapped in your hometown? Don't you teach your kids to watch for certain things and, not to talk to, or go anywhere with, strangers for just that reason? This is our point. Just as there are real world lessons that you teach your children, there is a necessity to teach them cyber-world lessons. " (Hook, 2000).
To put this quite simply, are you sure that your child is being watched very closely when accessing the Internet at school? It sure would be hard for one teacher to keep a close eye on each individual student in the classroom when they are all accessing the Internet at the same time. Therefore are you, as a parent or a teacher, really quite sure that a computer is necessary to learn in school? I mean, didn't you, the parent or teacher, learn in school without the computer? I agree that learning the latest technology is a necessity, but I do not agree with using computers for classes like mathematics or reading.
To sum it all up, Computers in the classroom lacks research of it being an advantage in the classroom. Computers in the classroom may not provide the students with the proper education that they need if the software being used is not adequate. Computers may not be, depending on the school, made available to each student. The attention of the students is harder to get when they are on the computer. An inexperienced teacher in the technology area may cause many problems in the classroom, and consume valuable time that could be used to educate. Most schools do not provide an on site technician in case a difficulty may arise. The children's health may be affected by long-term use of the computers, and probably the most frightening one is that these children can be exposed to child predators and unfiltered inappropriate content through the web while they are in school and in their classrooms presumed to be receiving their education.
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Katie Criss is a graduate with a dual degree in Early Childhood Elementary Education, who enjoys writing and wants it to be seen! Also enjoys doing research and saving money!See this Authors Research by clicking ==>here [http://www.1-in-coupons.com]
Wednesday, February 6, 2013
Teaching Main Idea and Authors Purpose
What is the difference?
Main Idea: All stories, paragraphs, poems and articles have a main idea. The main idea tells us what the passage is about. The main idea, if stated, is also known as a topic sentence, and is usually stated in the first or last sentence of the paragraph, but not always. Sometimes it is in the middle of the paragraph, and sometimes it is not even stated (but implied). The other sentences tell more about the topic sentence. To find the main idea, one needs to ask themselves, "What is this passage mostly about?"
Author's Purpose: Every author has a purpose for writing his passage. It might be to give information, explain something, solve a problem, sell something, persuade, or even simply to entertain. Authors support their purpose for writing with their point of view...their thoughts, feelings and beliefs.
Teaching Main Idea and Authors Purpose
In reading fiction, one needs to know who is telling the story. Is it a main character? Or is it someone else, a narrator? It is also important to understand the tone or mood of a story (the feeling that the author creates). Is it funny, sad, or scary?
Children often have difficulty distinguishing the difference between these two reading elements. I find it helpful to teach Main Idea first, making sure they understand before I move on to Author's Purpose. After they understand both concepts we discuss the differences. it is also important to question and listen to the child so you are sure they understand.
How to teach these to concepts: To begin with explain the concept you are teaching. You can actually read the descriptions I give above or use your own words if you like.
The next step can be quite fun if you adjust to the child's interests. Do they like to fish, hunt, play games, help you, tell stories, or read about certain subjects? I have had students write a letter or an article, and then ask them to tell me their main idea and/ or authors purpose along with other questions mentioned above. Sometimes I choose passages that I know they would be interested in reading, and ask the same questions. While viewing a TV advertisement (or an advertisement on a cereal box) it can be fun to ask them what they think the authors purpose is, and if they agree with it. There are numerous daily activities that can support your teaching objectives.
Using curriculum is great too. There is some very good curriculum out there, which can be a time saver for you the educator, and there is nothing wrong with that if it is working for you and your student. I personally use both curriculum and the creative methods.
Don't be intimidated. With a little information and the right tools, teaching children to read is fun and easy.
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Roma Cox, who is a professional tutor, has over 32 years experience in helping children learn to read. She is often given the children that are expected to fail, and her success record with these kids is 88.8%, and higher if given the children before problems develop.
She has an elementary reading curriculum available on line that "children beg to play"...not like anything else. You can learn more about her curriculum, her services, and receive her free News Letter by visiting her web site http://www.read-phonics.com/.
Sunday, February 3, 2013
Home School Education - Advantages and Disadvantages
Why Parents Choose a Home School Education
An increasing number of children today are receiving a home school education. The reasons for making the choice to home school their kids varies from family to family but there are three main reasons why parents are removing their children from the public school system and giving them a home school education.
The first reason is that the public education system in the United States is struggling to provide a proper education for the nation's children with out of date text books, run down school buildings and inadequate equipment. Provision of a home school education enables the parents to have control over the quality of the educational materials used by their children and the general conditions in which they are educated.
Home School Education - Advantages and Disadvantages
The second reason is that parents wish to assume more control over the influences their children will be exposed to. This is often on the basis of religious grounds but, very often, it is simply because a home school education will ensure the child learns the values upheld by the family and is taught from an early age what behavior is appropriate. Unfortunately, many public schools have a poor reputation for instilling good discipline in students. This often results in badly behaved children disrupting lessons and preventing their peers from getting the full benefit of classes. Discipline and the upholding of proper standards of behavior is an important part of a home school education.
The third reason many parents choose to give their children a home school education is fear for their safety. Violence is on the increase everywhere and the public school system has not escaped this trend. Violence in the public education system is getting worse and the individual acts of violence are more serious. Since the shocking events at Columbine High School there have been further tragedies involving firearms where teachers and students have been injured or killed. A home school education ensures the safety of children who would otherwise be seriously at risk of harm.
The Disadvantages of Opting For Homeschooling
Providing a home school education is not simply a matter of parental choice. In most cases the state education board of the state in which the family resides will have to approve a decision to give a child a home school education. The person taking on the responsibility of homeschooling must be certified to be a home teacher, the curriculum must follow the state curriculum, and the text books and other educational materials to be used must be approved by the state. Although this might seen like undue interference in what is a matter of personal choice, the state has a responsibility to ensure that all children receive an adequate standard of education and checks will be made to ensure that any child being kept away from public school is being properly educated.
A home school education might mean that a child is deprived of certain opportunities which would have been available within the public school system. There could be difficulties in providing facilities for athletic children to realize their potential. Musically talented children could be similarly disadvantaged. In some states there is provision for children receiving a home school education to take part in amenities such as being able to attend sports lessons and join after-school clubs. However, the level of assistance provided to homeschooling parents is not uniform and varies a lot from state to state.
The final potential disadvantage to affect children receiving a home school education is that they will not develop the social skills which will be important as they grow up. Social interaction with their peers and with adults outside the family is essential if a child is going to grow up with a properly balance personality and a reasonable level of social skills. These developmental issues can be fairly easily overcome if the child lives in a state where homeschooling parents are given support and the child receiving a home school education is accepted into classes and extra-curricular activities.
The decision to keep a child out of the public education system is not one any parent would make lightly and any weighing up of the pros and cons must take into account the level of support the state will provide. However, if the public school system continues to deteriorate, the number of children receiving a home school education is bound to increase.
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Tammy Carter reviews Home School Education [http://www.homeschoolonlineresources.com] at HomeSchoolResourcesOnline.com
Tuesday, January 29, 2013
How Much Does Homeschooling Cost, Really?
You'll definitely find that homeschooling entails more expense than conventional public schooling, but also that it will cost considerably less than the annual ,000 to ,000 per child that private school tuition typically runs.
The least expensive option is a public school program tailored to homeschoolers. Those programs that allow more flexibility in choosing materials are often a bit more expensive because they may only provide or reimburse for certain "approved" texts and materials, or they may established yearly budget limit for each student. If you choose to other texts than the program recommends, you may end up having to cover the costs yourself. Some programs offer equipment, such as microscopes or computers, for loan during school terms.
Also often provided are "consumables" - items like paper, pens and pencils, workbooks, and so on - although, as well as the other materials, supplies may be limited to specific amounts each school term.
How Much Does Homeschooling Cost, Really?
Private homeschooling programs vary mainly accordingly to the services they provide. Some programs, such as Calvert sell mainly complete curriculum packages. In 1995, the average tuition for a complete Calvert curriculum for a single grade was around 0, with their advisory teaching service (grading, testing, record maintenance) costing an additional 0. Calvert requires that textbooks and the teacher's guide be returned when the course is completed.
Other programs like A Beka Books (a popular Christian-based program), sell individual courses and books as well as complete packages. In 1995, A Beka priced individual books from $.75 to and teacher curriculum guides at about . Like Calvert, A Beka sells both curriculum-only packages ($ 120/year at elementary level) and full correspondence programs (around 0/year for elementary grades, 0/year for high school). Homeschoolers at the high school level often use conventional correspondence courses available through public and private universities. Such courses are relatively expensive, typically 0 to 0 per course; textbooks and other required materials may or may not be included in the course fee. For homeschoolers who desire formal credit in specialized topics, particularly in mathematics, sciences, and foreign languages, such courses can be well worth the extra expense.
Less structured private programs may offer per family pricing rather than per child or per course. The Waldorf based Oak Meadow School offers enrollment for an entire family at about 0 per year; curriculum packages (mainly storybooks, novels, and activity guides rather than formal textbooks) range from 0 to 0 according to grade level. Families can opt for teacher assistance for grading, record keeping, and general advice at to per quarter. Clonlara School is extremely flexible with its services and specializes in helping unschooling families. Their 1996 to 1997 fees for record keeping and curriculum advice were 0 for one student, 5 for two or three students, and 0 for four or more students per family. Books and other supplies are additional and vary depending on the type of program you and your family chooses.
Costs for unschooling families are almost impossible to predict, but most families estimate they spend somewhere between 0 and ,000 for the entire family. Many families buy lots of books, crafts, games, toys, and other "stuff" without keeping official track of whether it is "educational," and can count items such as computers as general family purchases it rather than as specifically educational. (Some of us deliberately avoid trying to calculate educational expenses, fearing to see the grand total.) Especially with younger children, though, it's difficult to say that such expenditures differ much from those for conventionally schooled children.
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Joshua Poyoh is the creator of [http://homeschoolingreport.com/]. He writes and researches into the area of the homeschooling information [http://homeschoolingreport.com/homeschooling-information-and-terms.php]
Friday, January 25, 2013
Math Activities - One-to-One Correspondence
The concept of one-to-one correspondence requires two skills: (1) matching pairs and (2) comparing sets. Matching places two like items together as a pair while comparing determines which set has more or less. In these projects, the key is to focus on the language, emphasizing mathematical terms.
Books to Read
The following books teach one-to-one correspondence using stories. I love the impact a story has on understanding, and these books do a great job of packaging the mathematical ideas in a way that young children can comprehend.
Two of Everything: A Chinese Folk Tale by Lily Toy Hong
Knots on a Counting Rope by Bill Martin Jr. and John Archambault
Seaweed Soup by Stuart J. Murphy
A Pair of Socks by Stuart J. Murphy
Missing Mittens by Stuart J. Murphy
Monster Musical Chairs by Stuart J. Murphy
Just Enough Carrots by Stuart J. Murphy
Some Things Go Together by Charlotte Zolotow
Math Activities - One-to-One Correspondence
Projects to Learn Matching
Project #1
Take opportunity to point out situations where there is a matching set. Word emphasis: match, even, pair, each.
There are three cups and three straws. It is even. Three children and three cookies. It is a match! A pair of socks for your feet. One foot for each sock, and one sock for each foot.
Project #2
Provide the following items and allow the children to sort into pairs. Word emphasis: pair, match.
1 ice cube tray
2 screws
2 washers
2 electrical circuit binders
2 matching butterfly clips
2 matching hair pins
2 pennies
2 matching buttons
Project #3
Have a tea party with stuffed bears. Set one place setting for each bear. You could say, "One seat for each bear, and one bear for each seat." Word emphasis: each.
Project #4
Serve a lunch with matching shapes to make their own snacks. I used cookie cutters to cut the bread, cheese, and lunch meat into matching shapes. I provided at least two different shapes so that they would have to find the match in order to build their sandwiches. Word emphasis: match.
Project #5
Play the memory game. Word emphasis: pair, match.
Projects to Learn Comparing
Project #1
Take opportunity to point out situations where there is not enough or there is too much to go around. Word emphasis: more, less, fewer, even.
Oops, I grabbed one straw too many. There are three cups and four straws. There are more straws than cups. We have six chairs at our table, but only four people in the family sitting at the table. That leaves two empty chairs because there are more chairs than people. Today we have company, so we have eight people and only six chairs. We have fewer chairs than people, so we will need two more chairs. Three children and four cookies. There are more cookies. If I eat one, it will be even.
Project #2
Invite the children to collect toys to put inside two hula hoops. Then count to see which hula hoop has more toys and which has fewer. Ask, "Which set of toys has more? Which set has fewer?" Word emphasis: set, more, fewer, even.
Project #3
Pour two cups of water and compare the volume. Which cup has more? Which has less? Word emphasis: more, less, even.
Project #4
Make sugar cookies and put chocolate chips on the frosting. Compare two cookies to see which has more chocolate chips. For an added lesson, determine how many chocolate chips need to be added to make them even. Word emphasis: more, fewer, even.
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Rita Webb is a homeschooling mom for three young children, aged two, four, and six. Rita researches many homeschooling and parenting resources and writes reviews on these materials in her http://mrkreview.blogspot.com blog.
Tuesday, January 22, 2013
Top 30 Fun Sight Word Games and Activities
Learning sight words is an important part of learning to read.
Sight words are service words. They are not meant to be sounded out. Learning these words helps the reader to maintain reading fluency without getting caught up on meaning.
I like the Dolch Sight Word List, but there are many other lists available. I like to pop them onto cards about 12cm x 6cm.
Top 30 Fun Sight Word Games and Activities
Use these cards to have some fun with 30 FUN SIGHT WORD GAMES AND ACTIVITIES
1. Play Battleships with sight words on a grid with a partner or
as a class.
2. Play coin toss - words on floor - children take turns to
toss a coin onto a word and say that word.
3. Have a box of small blank mini cards or paper you can
purchase great sized post it notes these days (approx
10cm x 2 cm) on hand at all times so that children can
write down words from word walls, charts etc and then
take the card back to their writing. It is also handy to
write words on when doing writing conferences.
4. Play who am I? for example, I am yellow, I have 5 letters, and I
end in ___.
5. Make a letter twister chart with chalk on a concrete
floor, children place their feet and hands on the letters
to spell words.
6. Around the World Sight Words - flash a word - first player
to say word out of that pair moves on to the next person
to make a pair and another word is flashed, etc, etc.
7. Play Hangman using the word card words.
8. How quickly can you find a certain sight word in individual
reading books during small group reading.
9. Play dominoes using same end letter/ beginning letter.
10. Circle letters within words using white board marker on
laminated sight words cards.
11. Play Chinese Whispers - say a word - pass it around.
12. Circle smaller words within words using white board
marker on laminated word cards.
13. Children go outside and practice writing their words with
chalk on the concrete.
14. Practice handwriting by tracing over words using
white board marker on laminated sight word cards.
15. Place sight word cards in alphabetical order.
16. Flashlight words turn off lights flash a torch on
words on display for look and say.
17. Children make their own word wall/dictionary using
photocopied small sight words and scrapbooks labeled with a
letter of the alphabet on each page... can be added to
throughout the year.
18. Play tic tac toe, here I go, where I stop I do not know -
children say the word that you stop on.
19. Cloze - children find the missing word
within a sentence.
20. Play musical words - children pass words around in a
circle until music stops - that child says the word - can
be played with 1 or more words.
21. Go on a word walk / drive - find words around the environment -
signs etc.
22. Make words using play dough.
23. Make words using string gluing.
24. Make words using letter tiles -scrabble pieces.
25. Make words using stencils.
26. Make words using alphabet stamps.
27. Make words using magnetic letters.
28. Play stepping stones - place words on the floor and
children walk over them saying the word as they go to get
to the other side of the stream.
29. Beat the clock - how many times can a word be written
in 1 minute etc.
30. Children write their words in list form and then write
over the words 2 or more times using different colors
to create rainbow words.
There are so many way you can make teaching and learning sight words fun - I am sure you can think of more as well.
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Donna is a retired K-3 Teacher with a passion for developing hands-on quality educational resources. See more of Donna's ideas for sight word games and general hands-on printable teacher resources at her K-3 Teacher Resources website.
Sunday, January 20, 2013
Teaching Christian Religious Education - A Review
In ten chapters or one hundred and eleven pages, the author presents a compendia of methodology of teaching Christian religious education. The purpose of the study, countless misconceptions of students, the etymology of the word 'methodology', definition and reason for religious education, kinds of research methods and hints of note taking are discussed in the first chapter. These give students the opportunity of revising when writer rather than presenting new information to them. The importance of the second chapter is that it gives a systematic approach to finding research/project problems, approach to find a research topic, formulating the research topic, sources of information, reviewing relevant literature, sources of information, reviewing relevant literature, hypothesis and format for research writing. Like the first chapter, the dimensions are not new but serve as a useful guide. The Nigerian approach to moral and religious instruction as stated in the 1981 Revised National Policy on education moved from rote memory of biblical passages to affect the psychomotor and affective domains. Approaches to the study of Christian religious education discussed in Chapter 3 include the Bible-centered or salvation history approach, the phenomenological approach, teacher-centered approach, and the Bible to life, life experiences and life-centered approaches. New life was therefore injected in teaching religious education as students discovered the religious implication of their actions.
Working on the premise that there are several teaching methods in each discipline, the writer identifies some methods and factors that determine their suitability and the right time to use them in the fourth chapter. He rightly observes that the Christian religious studies teacher should not be dogmatic but should apply a method as the situation demands. These methods are divided into teacher centered (lecture, questioning), learner centered (project, assignment) and joint (drama, field trips, story telling, role play) methods.
In Chapter 5, the writer successfully defines technical terms like teaching and teaching practice. Parameters used to identify the competency of the teacher are discussed. The section of preparing to teach is in consonance with Hendrick's law of readiness. The discussion on the management, organization and administration of teaching practice and micro-teaching and its advantages are geared towards enabling the teacher to teach effectively especially if the assessment instruments at the end of the chapter are implemented.
Teaching Christian Religious Education - A Review
The sixth chapter clearly traces the history of the religious studies curriculum which protects the child from receiving any instruction that is contrary to the wishes of his parents. The origin and objective of the word 'curriculum' and the vital role of parents, learners, teachers, local community, religious bodies, ministries of education and other national bodies are discussed. The seventh chapter expands on the discussion in earlier chapters. The sample of a syllabus is a useful reference material to every Christian religious education teacher.
The eighth chapter on lesson plan logically follows the seventh since the classroom experience tests what has been planned. The writer realistically observes that the success of the teacher is dependent on the mastery of the subject and his/her job is incomplete until evaluation is done. The importance of educational objectives, the cognitive, psychomotor and affective domains cannot be overemphasized.
Commenting on the application of teaching materials, the writer observes that a good material among others should relate to the objective and age of the learners, match their ability and elicit interest in them. The penultimate chapter presents a vivid description of the use of instructional materials in teaching. The impact of visual and audiovisual materials is amazing. Although they create an opportunity for students to come face to face with reality, they should be seen as a means to an end.
The last chapter clearly presents justification for moral education in the school in an era of moral decadence. The aim of religious education therefore is to facilitate desirable changes in an individual since it encompasses theoretical, practical, moral, spiritual, human and divine aspects. The entire society - the home, school, church, voluntary organizations, mass media- has a role to play.
Although the book presents a rather interesting evaluation of Christian religious education methods, the author himself admits that he is not trying to offer new dimensions in the first two chapters. Even though he presents a format for research writing, the technical terms are not defined leaving the reader in a difficult position to see the relationship among them. Several typographical errors undermine the richness of the presentation. The above notwithstanding, this illustrative text of the Nigerian educational experience has graphic illustrations and review questions which stimulate critical thinking. A commendable insight is the lucid distinction made between the curriculum and syllabus which are treated as synonymous terms. The clear presentation of Bloom's taxonomy of educational objectives is also imperative. Perhaps another insight is how the wrong use of textbooks could hinder self-initiative and transforms learning merely into a routine.
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AUTHOR SIGNATURE Oliver L.T. Harding, who obtained his GCE O & A Levels from the Sierra Leone Grammar School and the Albert Academy respectively, is currently Senior & Acting Librarian of Fourah Bay College, University of Sierra Leone. He is a part time lecturer at the Institute of Library, Information & Communication Studies (INSLICS), Fourah Bay College and the Extension Program at the Evangelical College of Theology (T.E.C.T) at Hall Street, Brookfields; Vice President of the Sierra Leone Association of Archivists, Librarians & Information Scientists (SLAALIS); a member of the American Theological Library Association (ATLA) and an associate of the Chartered Institute of Library & Information Professionals (CILIP). His certificates, secular and sacred, include: a certificate and diploma from the Freetown Bible Training Center; an upper second class B.A. Hons. Degree in Modern History (F.B.C.); a post-graduate diploma from the Institute of Library Studies (INSLIBS, F.B.C) a masters degree from the Institute of Library, Information & Communication Studies (INSLICS, F.B.C.) and a masters degree in Biblical Studies from West Africa Theological Seminary, affiliate of the University of Nigeria, Nsukka, where he won the prize for academic excellence as the Best Graduating Student in 2005. Oliver, a writer, musician and theologian, is married (to Francess) with two children (Olivia & Francis).
Email: oltharding@yahoo.com
Mobile: 232-2233-460-330
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