What to Know About Reading

What to Know About Reading

Janelle Cox

Elementary Education Expert

As teachers, we know that it is essential that our students not only learn to read

but that they enjoy it as well. Here you will get the facts of this important literacy development

and why so many students struggle.

A Great Number of Children Struggle with Reading

According to the National Assessment of Educational Progress (NAEP) thirty-three percent

of American fourth graders read below the basic reading level (NCES, 2009).

Some students struggle because they have received inadequate reading instruction,

while others struggle because of risk factors as a child, or a developmental disability.

Whatever the case may be, children are struggling and as teachers we need to closely monitor

these children and intervene to prevent any further reading difficulties.

Learning to Read is No is Easy Feat

Reading is hard and complex and is a skill that has to be developed over a period of time.

You must be able to identify words, put them together and make meaning from print.

Think about all of the components that go into reading: print awareness, sounds of speech, 

phonemic awareness, fluency, vocabulary, comprehension, spelling, writing, and the list goes on.

Families Play a Very Important Role in Students’ Reading Success

Research shows that children who are read to by a family member are more likely to

identify the letters from the alphabet, compared to those who are read to less frequently.

It's unfortunate for those students who do not get the luxury of being read to as a child.

This proves that it is essential to push for parental involvement

and teachers can do this by discussing the benefits of reading with parents.

Educators Should Teach Reading with a Goal in Mind

The best educators teach reading with an end goal in mind.

They understand that in order for young children to read they need to include phonics, fluency, vocabulary and comprehension into their everyday activities.

Preschool Matters

What students learn before they enter school will help predict how easily they will learn

while in school. General knowledge and understanding of print, being to recognize letters

and/or words, is all important. Here is a kindergarten readiness checklist.

Reading is Tied to When Students Talk

Did you know that reading is tied to when a child learns to talk and listen?

According to Reading rockets.org they say when a child is talked to as child from a family member

or caregiver they are building their vocabulary and communication skills all of which helps them develop their words. When children are read to, sang to, and talked to they are developing 

phonemic awareness which helps them become a better reader when they are older.

Struggling Readers Can Succeed

According to research (Lyon,1997) prevention and early intervention can increase reading skills

to average reading levels. So, struggling readers can succeed with the help of a reading program

and / or a highly trained teacher. However, studies show that in order for struggling students

to increase their reading skills, instruction needs to combine the following: phoneme awareness, phonics, spelling, reading fluency, and reading comprehension strategies.

Teaching students to read takes a village.

Families, teachers, caregivers, the community...they all play an essential role in teaching children how to read. We all need to work together as a team to ensure that all students can learn to read.

http://k6educators.about.com/

You can TCR specialist and language dictionaries that are spontaneously accessed.

I can Turbo Charge Read a novel 6-7 times faster and remember what I’ve read.

I can TCR an instructional/academic book around 20 times faster and remember what I’ve read.

Introduction to Turbo Charged Reading YouTube

A practical overview of Turbo Charged Reading YouTube 

How to choose a book. A Turbo Charged Reading YouTube

Emotions when Turbo Charged Reading YouTube

Advanced Reading Skills Perhaps you’d like to join my FaceBook group ?

www.facebook.com/mreenhunt

www.pinterest.com/mreenhunt

Perhaps you’d like to check out my sister blogs:

www.innermindworking.blogspot.com        gives many ways for you to work with the stresses of life

www.ourinnerminds.blogspot.com             take advantage of business experience and expertise.

www.happyartaccidents.blogspot.com       just for fun.

To quote the Dr Seuss himself, “The more that you read, the more things you will know.

The more that you learn; the more places you'll go.”

Introducing LinkedIn University Pages

Yellow flag likes moist ground.

Introducing LinkedIn University Pages

Christina Allen

A few years ago, my daughter and I took a road trip to visit schools

before she made her final decision about college. I was hoping she’d stay in California,

but it wasn’t looking good. She’d fallen in love with a university 2,500 miles away, and I had to admit it was the best choice if she wanted a great robotics program and an equally good music school.

For the past few years, I’d watched my daughter and her friends struggle with these choices.

For the most part, they were flying blind. Some knew what they wanted to study –

but had no visibility into the career options that would result. Others had a career in mind,

like my daughter, but little idea which school would best help them get there.

The lucky ones had experienced family or friends who could help them navigate these decisions.

For the others, it was truly a shot in the dark.

Through my relationships at LinkedIn, I knew that hidden in millions of member profiles

were powerful insights about the career outcomes of educations from universities around the world.
If harnessed, these insights could provide incredible value for students – helping them explore possible futures and build a support network to help them succeed on campus and beyond.

So, to make a long story short: A few months later — on the same day in August —

my daughter started at her new school 2,500 miles away,

and I started my new role at LinkedIn focused on helping future generations find their paths.

And today, I’m delighted to announce the launch of University Pages on LinkedIn –

one cornerstone of our strategy to help students at every critical milestone

from campus to fulfilling, successful careers.

Join the conversation: University Pages are a great place to get regular updates about campus news and activities from the schools themselves, to ask questions,

and engage with both the campus community and alumni of schools.

Explore universities worldwide: Interested in graduate schools in France?

Start by searching for schools in Paris. Then, explore the careers of graduates to see which schools will get you to your goal. Connect with students or alumni for their perspectives on the school.

Check out notable alumni: What kinds of leaders does this school produce?

From astronauts to architects, executives to entertainers, explore the notable alumni

who have done great things since graduation.

Expand your opportunities: Are you choosing a major or considering a mid-career shift?

Explore the careers of philosophy or physics graduates. You might be surprised

at the diverse professional paths they’ve taken. See where they live and work, what they do,

and even the skills they’ve acquired along the way to see what’s possible for you.

Build your network: Transform those brilliant, creative, hard-working people you met (or will meet) on campus into a lifelong professional network. Alumni can reconnect with former classmates,

and students can cement relationships with current and future classmates.

We believe University Pages will be especially valuable for students making their first, big decision about where to attend college. Therefore, beginning on September 12, we will be making LinkedIn available to high school students* who can use LinkedIn to explore schools worldwide,

greatly expand their understanding of the careers available, and get a head start

on building a network of family and friends to help guide them at every milestone.

Check out some of the 200 universities who have adopted their pages, including INSEAD,
New York University, University of California San Diego, Fundação Getúlio Vargas,
University of Michigan,Villanova, Rochester Institute of Technology, University of Illinois,
and many more.

Thousands more schools will be given access to their University Pages.

Check out this video with some tips for students:

LinkedIn for Students: Your Career Starts Here.

http://blog.linkedin.com/2013/08/19/introducing-linkedin-university-pages/

You can TCR software and engineering manuals for spontaneously recall – or pass that exam.

I can Turbo Charge Read a novel 6-7 times faster and remember what I’ve read.

I can TCR an instructional/academic book around 20 times faster and remember what I’ve read.

Introduction to Turbo Charged Reading YouTube

A practical overview of Turbo Charged Reading YouTube  

How to choose a book. A Turbo Charged Reading YouTube

Emotions when Turbo Charged Reading YouTube

Advanced Reading Skills Perhaps you’d like to join my FaceBook group ?

www.facebook.com/mreenhunt

www.pinterest.com/mreenhunt

Perhaps you’d like to check out my sister blogs:

www.innermindworking.blogspot.com        gives many ways for you to work with the stresses of life

www.ourinnerminds.blogspot.com             take advantage of business experience and expertise.

www.happyartaccidents.blogspot.com       just for fun.

To quote the Dr Seuss himself, “The more that you read, the more things you will know.

The more that you learn; the more places you'll go.”

How to Read a Book for Maximum Learning

Welsh poppy.

Re-write the highlighted areas in own words.

Then he works on that point.

If he could Turbo Charge Read his journals he would reduce that pile significantly

and have more in his long term memory.

You can TCR music, poetry or self development material for internal knowing.

I can Turbo Charge Read a novel 6-7 times faster and remember what I’ve read.

I can TCR an instructional/academic book around 20 times faster and remember what I’ve read.

Introduction to Turbo Charged Reading YouTube

A practical overview of Turbo Charged Reading YouTube 

How to choose a book. A Turbo Charged Reading YouTube

Emotions when Turbo Charged Reading YouTube

Advanced Reading Skills Perhaps you’d like to join my FaceBook group ?

www.facebook.com/mreenhunt

www.pinterest.com/mreenhunt

Perhaps you’d like to check out my sister blogs:

www.innermindworking.blogspot.com        gives many ways for you to work with the stresses of life

www.ourinnerminds.blogspot.com             take advantage of business experience and expertise.

www.happyartaccidents.blogspot.com       just for fun.

To quote the Dr Seuss himself, “The more that you read, the more things you will know.

The more that you learn; the more places you'll go.”

Understanding the Brain Processes that Affect Reading Skills

Soham. UK

Understanding the Brain Processes that Affect Reading Skills

to Help Your Struggling Reader

Kimberly L. Keith

School-Age Children Expert

Developing readers progress from basic reading skills to fluency and comprehension

of increasingly difficult print reading during elementary school.

The components of good reading ability rely on different brain process,

beginning with the acquisition of basic reading skills.

Brain Processes that Underlay Basic Reading Skills

The processes involved in basic reading skills include both phonological processes –

the ability to relate sounds to print and to sound out word parts - and rapid word retrieval –

the ability to automatically recognize words and parts of words in print.

We have learned from functional brain imaging research that phonological processing of a word

and automatic recognition of a word are two separate brain processes that work differently

in good and poor readers. Highly efficient readers use the brain pathway that involves rapid retrieval of word forms to recognize words by sight. Less efficient readers rely on the slower phonological brain pathways as they read. (Shaywitz, 2003)

Some of the clues that may signal potential reading problems in a young child are difficulties

with rhyming, delay in learning the names and sounds of the letters of the alphabet,

and difficulties with pronunciation after the child turns 5 or 6. Early reading interventions

that develop the ability to relate sounds to print and to sound out unfamiliar words are critical

for children who are struggling with basic reading skills. If your child has difficulty learning the skills 

of phonemic awareness and phonological processing, scientific-based interventions 

are available to develop these skills.

While you can build her phonological skill development at home, a school or center-based

early reading intervention is strongly advised for a young child who appears to be at risk

for basic reading skill problems.

Brain Processes Involved in Fluency Skills

The processes involve in fluent reading rely heavily on the activation of a part of the brain

known as the word form area. In the most common form of dyslexia, the word form area

is seldom accessed during reading. Instead, dyslexic readers develop compensatory strategies

that continue to use the slower phonological brain pathways. 

Students with dyslexia will therefore struggle with fluency skills.

But, the experience of dyslexic readers who have gone on to achieve academic

success suggests that some word automaticity can be achieved in an area of interest.

Even when fluency is weak, other strengths can be used to achieve comprehension.

Fluency interventions are being developed, but a good approach with your struggling reader

is to begin with a phonological intervention and then use these strategies to develop word fluency and compensate for fluency deficits.

Practice and learn sight words, even those that are below your child's grade or age level.

Use the Dolch sight word list and these suggestions for ideas and activities to learn sight words.

Build the child's fund of vocabulary knowledge. Teach new words using a multisensory approach.

The more the child plays with the word, through spelling, rhyming, recognition,

and understanding meaning, the more that word will be available for comprehension during reading. Make word play and learning a part of your everyday life

with these ideas and activities to build vocabulary.

Have the child read to you often. Learn how to do paired reading and other read-to-me techniques 

at home with these ideas and activities to build fluency.

Teach higher-order comprehension strategies to compensate for lack of fluency.

Help your child learn to think about what he is reading, to visualize the story, 

or predict what will happen next. As you read together, stop to ask questions that relate the text

to his knowledge and experience. In the later grades, teach your child to skim for headings, graphics, main points, and summaries when studying.

Learn more about techniques you can use at home to build reading comprehension.

Understanding the Brain Processes that Affect Reading Skills

Developing readers progress from basic reading skills to fluency and comprehension

of increasingly difficult print reading during elementary school. The components of good reading ability rely on different brain process, beginning with the acquisition of basic reading skills.

Brain Processes that Underly Basic Reading Skills

The processes involved in basic reading skills include both phonological processes –

the ability to relate sounds to print and to sound out word parts - and rapid word retrieval –

the ability to automatically recognize words and parts of words in print.

http://childparenting.about.com/od/learningproblems/a/poorreader.htm

You can TCR specialist and language dictionaries that are spontaneously accessed.

I can Turbo Charge Read a novel 6-7 times faster and remember what I’ve read.

I can TCR an instructional/academic book around 20 times faster and remember what I’ve read.

Introduction to Turbo Charged Reading YouTube

A practical overview of Turbo Charged Reading YouTube 

How to choose a book. A Turbo Charged Reading YouTube

Emotions when Turbo Charged Reading YouTube

Advanced Reading Skills Perhaps you’d like to join my FaceBook group ?

www.facebook.com/mreenhunt

www.pinterest.com/mreenhunt

Perhaps you’d like to check out my sister blogs:

 www.innermindworking.blogspot.com        gives many ways for you to work with the stresses of life

www.ourinnerminds.blogspot.com              take advantage of business experience and expertise.

www.happyartaccidents.blogspot.com        just for fun.

To quote the Dr Seuss himself, “The more that you read, the more things you will know.

The more that you learn; the more places you'll go.”    

What we talk about when we talk about learning

Scabious.

What we talk about when we talk about learning

Harry Fletcher-Wood

On seeing two women arguing, one shouting from her house,

the other from her home on the opposite side of the street, Samuel Johnson noted (apocryphally):

These two women will never agree, because they are arguing from different premises.”

Delivering my session at the Historical Association Conference last week,

I made reference to my growing awareness of the value of substantive knowledge.  

I was challenged by one attendee, whose question, in essence, was ‘Isn’t there more to history

than that?  Isn’t history a way of thinking, of seeing, of approaching questions?’

My answer drew heavily on a paper passed on to me by my last head teacher – entitled

‘On Two Metaphors for Learning and the Dangers of Choosing Just One,’ by Anna Sfard.  

She argues that there are two “leading metaphors” of learning – the ‘acquisition metaphor’

and the ‘participation metaphor’.

The acquisition metaphor

If we see learning as a process of acquisition, we understand it as gaining knowledge

and developing concepts.  “Concepts are to be understood as basic units of knowledge

that can be accumulated, gradually refined, and combined to form

ever richer cognitive structures.”  We subscribe to an acquisition metaphor,

whether we see learning as ‘transmitted’ by teachers or ‘socially constructed’ by learners,

because these are disputes about how we learn, not the “essence” of what learning is.  

Add building blocks ultimately provides an overall structure of understanding.

The participation metaphor

This metaphor derives from a ‘linguistic turn’ which shifts learning from being something

we ‘know’ to a process of ‘knowing’.  The “permanence of having gives

way to the constant flux of doing.  While the concept of acquisition implies

that there is a clear end point to the process of learning, the new terminology leaves no room

for halting signals.”  In this metaphor, the learner “should be viewed as a person interested

in certain kinds of activities rather than accumulating private possessions.  

Learning is conceived of as “a process of becoming a member of a certain community”

in which an apprentice comes, through practising, to belong.

What we argue about when we argue about group work

Old debates can be refreshed using these prisms – group work is an obvious example.  

If we understand student learning as a process of acquiring knowledge,

there is some strong evidence that collaborative learning can act as a useful means.  

There are counter-arguments, which I tend to find more compelling, that the disadvantages –

the investment in time and structures required, the distraction from the key content to be studied, 

and the opportunities for students to slip through the cracks – rarely make it an effective strategy.

Both the forgoing points sit within the Acquisition Metaphor – and, to my mind,

they are reconcilable: given a specific group of students, a particular topic

and given time and resources, a teacher can choose whether group work

is an appropriate approach.  However, a teacher who sees more importance in the process

of becoming a learner – participating in debate, discovering and ‘knowing’ – 

may well discount the technical arguments for and against group work.  

Acting as a group and asking the kind of questions historians (physicists, mathematicians) ask,

feeling the sparks of discovery and understanding the process of learning,

may all be seen as the goals themselves.

For the most part, learning understood as acquisition appears to be in the ascendance –

partly as a reaction to the emphasis put on approaches which fulfil the participation metaphor, 

partly because ‘acquired’ learning is so much easier to measure.  

But a degree of unhappiness among those who oppose this can perhaps be attributed to

a feeling that this loses sight of participation and of the communities teachers wish to form

or into which they hope to induct their students.

Sfard notes that she is not claiming the two metaphors are exclusive.  She argues that

there are merits in considering both – as a way to understand learning and to ensure every student’s needs are met.  In answering the question posed last week, I mentioned both:

I know a good historian by their knowledge of the world’s past and their interest in learning more; by command of the details and an approach to facts, interpretations and evidence.  

When I try to help students learn facts it is, in the long-run, to help them see history,

and the world, differently.  In order however, I find Daniel Willingham’s arguments compelling,

and so look to help students adopt the practice of a historian

through acquiring a knowledge of history.

Much as Jonathan Haidt’s The Righteous Mind has helped me understand politics

from a completely different perspective (and to wait far longer before reaching judgment),

I wonder whether understanding these two metaphors may help us debate education better. 

Sfard suggests that our eyes are tinted before we approach any data by our choice of metaphor.  

She wonders whether: “Acquisitionists and participationists might admit that

the difference between them is not a matter of differing opinions but rather of

participating in different, mutually complementing discourses.”  This may seem obvious,

but the article helped me understand more clearly the gulfs between conflicting arguments.  

So perhaps it’s worth remembering when people are arguing from different houses,

and trying to coax them out into the street to view both their premises through new eyes.

The full paper can be read here.

http://improvingteaching.co.uk/2015/05/17/what-we-talk-about-when-we-talk-about-learning/

You can TCR software and engineering manuals for spontaneously recall – or pass that exam.

I can Turbo Charge Read a novel 6-7 times faster and remember what I’ve read.

I can TCR an instructional/academic book around 20 times faster and remember what I’ve read.

Introduction to Turbo Charged Reading YouTube

A practical overview of Turbo Charged Reading YouTube  

How to choose a book. A Turbo Charged Reading YouTube

Emotions when Turbo Charged Reading YouTube

Advanced Reading Skills Perhaps you’d like to join my FaceBook group ?

www.facebook.com/mreenhunt

www.pinterest.com/mreenhunt

Perhaps you’d like to check out my sister blogs:

www.innermindworking.blogspot.com        gives many ways for you to work with the stresses of life

www.ourinnerminds.blogspot.com             take advantage of business experience and expertise.

www.happyartaccidents.blogspot.com       just for fun.

To quote the Dr Seuss himself, “The more that you read, the more things you will know.

The more that you learn; the more places you'll go.”

The Keys To Acing School & College. Actualize.org How To Study

 Pine.

How To Study -
If you follow this process you will become one of the best students in your school and college.
A skill that is acquired.

You can TCR music, poetry or self development material for internal knowing.

I can Turbo Charge Read a novel 6-7 times faster and remember what I’ve read.

I can TCR an instructional/academic book around 20 times faster and remember what I’ve read.

Introduction to Turbo Charged Reading YouTube

A practical overview of Turbo Charged Reading YouTube 

How to choose a book. A Turbo Charged Reading YouTube

Emotions when Turbo Charged Reading YouTube

Advanced Reading Skills Perhaps you’d like to join my FaceBook group ?

www.facebook.com/mreenhunt

www.pinterest.com/mreenhunt

Perhaps you’d like to check out my sister blogs:

www.innermindworking.blogspot.com      gives many ways for you to work with the stresses of life

www.ourinnerminds.blogspot.com           take advantage of business experience and expertise.

www.happyartaccidents.blogspot.com     just for fun.

To quote the Dr Seuss himself, “The more that you read, the more things you will know.

The more that you learn; the more places you'll go.”

10 Reasons Why People Who Read a Lot Are More Likely to Be Good Leaders

This bract fungus has a supporting fruiting body.

10 Reasons Why People Who Read a Lot Are More Likely to Be Good Leaders

Casey Imafidon

Reading is currently on a global decline.

The statistics and polls behind this pattern are frightening because the shortage of readers

means there will be a shortage of leaders.

There is no disputing it: reading offers you the platform to become a leader.

Famous leaders from Steve Jobs to Elon Musk engage in a lot of intellect-building

by reading books.

This is what reading offers when it comes to leadership.

1. They have better people skills.

According to researchers, reading encourages our brains to try to relate with the characters

we are reading about. Even if we go several days without coming back to the book,

our brain continues to make neural connections with the experiences and behaviors

of these characters. By connecting with several characters of a book,

we boost our emotional IQ and become more able to connect with people. These kinds of skills

are important for leadership as they help us communicate with our associates.

2. They have a wider vocabulary.

People who read expand their vocabularies from exclusively verbal to emotional as well.

By reading more, one is exposed to a wider span of vocabulary. With an improved vocabulary,

a person can have better communication skills which are helpful in expressing desires and thoughts. You can make demands and seek answers as you navigate your path to leadership.

3. They have a more rounded perspective.

Instead of viewing the world from a preferential angle, they see it from a holistic one.

With reading you are able to travel to new places, engage in many conversations,

and be a part of many plots. Having a more rounded perspective doesn’t make you limited

to a particular scope or leave you fixated on one piece of reality; rather,

you see the world as a terrain of limitless possibilities and challenges.

4. They have better associations.

People like to connect and interact with readers because of their ability to converse with an array

of word choices. They are more discerning and prove to be more knowledgeable in conversations. Networking and connecting with other people who are similar to them on such ideals sort of triggers and propels them toward leadership.

5. They are more relaxed.

According to a study, reading can help to reduce stress. Compared to other stress relievers

like walking, listening to music or drinking a cup of tea, reading was discovered to be

the most effective as it lowers heart rates and can relieve tension in few minutes.

With a calmer demeanor, readers are more positive and focused for leadership.

6. They are more intellectually challenged.

Readers are better thinkers according to research. This is because reading builds

your intellectual capacity to reason and solve problems. It is also noted that reading something

you disagree with could have a big impact on the way you think, both logically and creatively.

7. They are reminded of past actions.

Sometimes, reading serves as a mirror to who you are. Reading certain books could remind you

of things that you knew before. Reading filters your thoughts and awareness

and keeps important concepts at the top of your mind.

8. They are more energetic and purpose driven.

Reading makes you feel more energetic, positive, and confident. Readers are better vitalized

and aware enough to navigate through different channels for success.

Reading positions them to be mentally sharp and active.

9. They have an improved focus.

Because of reading constantly, people who read are able to sustain their focus

on a long-term project. Avid readers hate distractions and dislike it

when they have to put a book down. This is also an important element for any leader.

10. They are good time managers.

Reading is always available for any reader. Instead of waiting and being idle,

reading is always a valuable avenue to manage their time and get more done.

Any minute wasted could be put to good use in reading a book.

Such awareness is also prevalent in leaders as they see every minute as vital to meeting their goals.

http://www.lifehack.org/276361/10-reasons-why-people-who-read-lot-are-more-likely-good-leaders

You can TCR specialist and language dictionaries that are spontaneously accessed.

I can Turbo Charge Read a novel 6-7 times faster and remember what I’ve read.

I can TCR an instructional/academic book around 20 times faster and remember what I’ve read.

Introduction to Turbo Charged Reading YouTube

A practical overview of Turbo Charged Reading YouTube 

How to choose a book. A Turbo Charged Reading YouTube

Emotions when Turbo Charged Reading YouTube

Advanced Reading Skills Perhaps you’d like to join my FaceBook group ?

www.facebook.com/mreenhunt

www.pinterest.com/mreenhunt

Perhaps you’d like to check out my sister blogs:

www.innermindworking.blogspot.com        gives many ways for you to work with the stresses of life

www.ourinnerminds.blogspot.com             take advantage of business experience and expertise.

www.happyartaccidents.blogspot.com       just for fun.

To quote the Dr Seuss himself, “The more that you read, the more things you will know.

The more that you learn; the more places you'll go.”

The Trendiest Current Arguments For Progressive Education Part 2

Horsetails were the trees of their day!

 The Trendiest Current Arguments For Progressive Education Part 2

Yesterday, I began writing about some of the ways I’ve seen people justifying progressive education recently. Here are the other two ways.

3) The Argument from Political Correctness. The last year or so has seen a real resurgence
of a type of left-wing politics that was common in the 80s and went out of fashion in the mid 90s.
We used to call it “political correctness” back then, and it largely consisted of

accusing unsuspecting, and often entirely innocent people of racism, sexism and homophobia. Often it was for not using the latest terminology; sometimes it was for not having

the right politics, and at other times it seemed entirely arbitrary.

If you are not familiar with the 80s version there are some great examples in the video below
(“Anti-Racist Maths” being my personal favourite):

This is an old film but it graphically shows the insanity that happens eventually whenever a left wing government take control. Despite the fact that most of them are now thankfully long gone, 

many of them like Neil Kinnock remain and have very cushy jobs at the European Union 

where they have continued working for their Marxist agenda practically unnoticed.

The newer version is, so far, more of a presence in universities than in schools,

but it is being pushed by some education researchers and EAL “experts”.

The basic idea is still that of thought-crime, condemning people for prejudices

that they have never openly expressed or obviously acted on, but that they can be assumed

to have on the basis of being white, male or straight. In the 80s version, “black”

became the general term for all possible victims of racism (even, say, the Irish or Jews).

In the more recent version “white” has become the general term for people

who aren’t assumed to be victims of racism. But the effect is the same, you are either oppressor 

or oppressed and if you are in the wrong category then no matter how good your argument is,

or how much the evidence supports your case, expressing your opinion or getting your way

in any matter that also involves people who aren’t classed as white is an oppressive

use of “privilege”.  This becomes an argument for progressive education where it is applied

to the curriculum. A curriculum can be condemned as “white” if it passes on knowledge

and ideas valued in British or European culture. The suggested replacement curriculum

can be built around political indoctrination, or teaching obscure,

but politically approved, knowledge. However, in the most obviously progressive version,

the attack on a “white curriculum” is also an attack on the idea that teachers can be experts

in subject knowledge that is to be passed on. In this case, the alternative is the idea

that students should set the priorities for learning and that what is taught has to be “relevant”.

4) The Free Market Conspiracy. This is another argument from the left. The idea is that education is actually a fight between neo-liberals who wish to turn education into a business opportunity, and those who will resist these plots. Sometimes this is simply a form of denying 

the debate and discussion of progressive education is dismissed as irrelevant 

to the “real” political issue of creeping privatisation. We should be careful here to distinguish between opposing a specific market-oriented policy, say PFI for building schools 

or having private exam boards, and condemnation of a wider variety of non-progressive positions on education which have no, or only incidental, consequences for private companies. 

And it should definitely not be confused with wanting teachers to have better pay or working conditions. The argument is not about specific policies. It is a form of “virtue-signalling”, i.e. 

when people advance an opinion in order to show their own ideological credentials rather than because of the merits of the position. The virtuous left-winger is supporting progressive education out of high-minded, altruistic reasons, while only self-interested, right-wing conspirators (and their dupes) would support more traditional ideas.

Almost any traditionalist ideas in education can be condemned as part of

the neo-liberal conspiracy with enough ingenuity. Testing is really just a way of getting schools

to compete for market share. Criticism of progressive education is actually a way

of bashing teachers, in order to worsen their working conditions. Academic aims in education

are a way to prepare students for exploitation in the workplace. Traditional teaching methods

are a scam for making money for publishers. Nobody can actually prove they are not part

of the conspiracy, or at the very least, that they haven’t been fooled by the propaganda

of the conspirators. As with all conspiracy theories, it is usually impossible to persuade

the adherents that they are wrong with evidence. It doesn’t matter how far the Tories

move away from letting private companies run schools, or how many years they spend

in power without introducing it, it can always be claimed that is their ultimate goal.

It doesn’t matter that academy chains are charities, they are somehow private interests

looking to make money. It doesn’t matter that parents might not want their kids

to go to a particular school, the only reason parents may be given a choice between schools

is in order to create a market.  Sometimes the argument is then expanded to being one

about who should have power in education.

Apparently the only non “neo-liberal” way of running education is to put power

in the hands of local authority bureaucrats and educationalists in universities,

who conveniently, just happen to have been the traditional advocates of progressive education.

As I said last time, the four arguments in these two posts are not meant to be an exhaustive list

of the arguments for progressive education, nor even the most common, they are simply

the ones that seem to have become more common recently. As I also said, by not linking

to examples I am opening myself to claims of inventing straw men (although freeing myself

from those who want to quibble over interpretation of those examples), so I will just ask you

to watch out for them. If you see them, please feel free to provide links in the comments;

if you don’t, then I guess it doesn’t matter.

https://teachingbattleground.wordpress.com/2015/07/30/the-trendiest-current-arguments-for-progressive-education-part-2/

The Trendiest Current Arguments For Progressive Education Part 1

You can TCR software and engineering manuals for spontaneously recall – or pass that exam.

I can Turbo Charge Read a novel 6-7 times faster and remember what I’ve read.

I can TCR an instructional/academic book around 20 times faster and remember what I’ve read.

Introduction to Turbo Charged Reading YouTube

A practical overview of Turbo Charged Reading YouTube  

How to choose a book. A Turbo Charged Reading YouTube

Emotions when Turbo Charged Reading YouTube

Advanced Reading Skills Perhaps you’d like to join my FaceBook group ?

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