1. Provide the learner duties that require logical thinking (e.g., designate the learner to water plants and give a watering can and a glass, telling the learner to use the most appropriate container, etc.).

2. Every day, give the learner problem-solving situations that require logical thinking (e.g., “A stranger takes you by the arm in a department store. What do you do?” “You see smoke coming out of a neighbor’s house and no one is home. What do you do?” etc.).

3. Make sure the learner experiences the consequences of their behavior (e.g., appropriate behavior results in positive consequences while unacceptable behavior results in negative consequences).

4. Give the learner a list of questions involving logic to answer orally (e.g., “Why do we post ‘wet’ paint signs?” “Why do we have stop signs at intersections?” “Why do we wear seat belts?” etc.).

5. On occasions where something is broken, lost, etc., have the learner find what could have been done to prevent the situation. Talk with the learner about the value of properly keeping and organizing learning materials.

6. Get the learner to read stories involving a moral (e.g., The Tortoise and the Hare, The Boy Who Cried Wolf, etc.) and explain the reason for the outcome of the story.

7. Get the learner to read short stories without endings and require the learner to create logical endings for the stories.

8. Provide the learner situations/images and have them explain what variables are related (e.g., “Snow is falling, and the wind is blowing: Is the temperature hot or cold? What should you wear outdoors?”).

9. Get the learner to sequence rearranged cartoon strips and explain the logic of the sequence they created.

10. Provide the learner fill-in-the-blank statements requiring an appropriate response from multiple-choice possibilities (e.g., “The boy’s dog was dirty, so the boy decided to give his dog a _ [ dog biscuit, bath, toy].”).

11. Present the learner with images of dangerous situations and have them explain why they are dangerous (e.g., a child running into the street from between parked cars, a child riding a bicycle without using their hands, etc.).

12. Utilize cause-and-effect relationships as they relate to nature and people. Talk about what led up to a specific situation in a story or an image and what could happen next, etc.

13. Consider using an education app designed to help students improve their critical thinking skills. Click here to view our list of recommended apps.

14. Consider using edtech to encourage students to work on their critical thinking skills. Here is an article that we wrote on the subject.

The post 14 Strategies to Help Students Improve Their Critical Thinking Skills appeared first on The Edvocate.

Create a routine (schedule) to be followed for organization and appropriate use of work learning materials. Give the learner their routine (schedule) in writing and review it often.

Designate the learner’s organizational duties in the classroom (e.g., equipment, software learning materials, etc.).

Create classroom rules: • Get appropriate learning materials. • Complete every assignment. • Complete assignments quietly. • Remain in your seat. • Finish tasks. • Meet task expectations. Examine rules often. Praise students for following the rules.

Assess the appropriateness of the task to ascertain (a) if the task is too easy, (b) if the task is too complicated, and (c) if the duration of time scheduled to finish the task is sufficient.

Support the learner in organizing learning materials.  As the learner shows success, slowly decrease the assistance you provide and require the learner to assume more responsibility for organization independently.

Provide the learner one task to perform at a time. Present the next task after the learner has finished the prior task in an organized way.

Get the learner to gather all the learning materials appropriate to work on a project, task, etc., to lessen the need to search for learning materials.

Make sure the learner knows that work that was not finished because appropriate learning materials were not brought to a specific learning experience will need to be finished during leisure or break time.

Get the learner to discard things/paperwork that have no future use.

Minimize the number of learning materials for which the learner is responsible. As the learner shows appropriate responsibility for learning materials, increase the number of learning materials for which the learner is responsible.

Do not give the learner additional learning materials if they fail to care for learning materials properly.

Get the learner to create a routine (schedule) to follow before coming to class (e.g., check what learning experience is next, determine what learning materials are appropriate, collect learning materials, etc.).

Get the learner to select a peer, friend, etc., who exhibits the capacity and ability to organize a task prior to beginning it. Get the learner to observe that person and try to model the behaviors they use to organize tasks.

Get the learner to tag all personal items with their name.

Urge the learner to develop an understanding of the consequences of their behavior by writing down or talking through problems that may happen due to disorganization (e.g., missed tasks, unfinished projects, misplaced textbooks, etc.).

Make sure that failure to have appropriate learning materials results in loss of opportunity to participate in learning activities or a failing grade for that day’s learning experience (e.g., art, home economics, industrial arts, physical education, etc.).

Get the learner to create a list of learning materials appropriate for each class (e.g., band instrument, gym clothes, calculator, etc.).

Get the learner to organize significant tasks/projects by dividing them into small segments. Establish deadlines and reward the learner after finishing each segment of the task.

Get the learner to perform one task or step of a significant project at a time.

Get the learner to question any instructions or expectations they do not understand.

Consider using an education app to help the student sharpen their organizational skills. Click here to view a list of apps that we recommend.

The post 21 Ways to Help Messy Kids Organize Their Schoolwork appeared first on The Edvocate.

1. Assess the appropriateness of the task to ascertain (a) if the task is too easy, (b) if the task is too complicated, and (c) if the duration of time scheduled to finish the task is sufficient.

2. Stop the learner from becoming overstimulated by a learning experience(e.g., monitor or supervise learner behavior to limit overexcitement in physical learning activities, games, parties, etc.).

3. Do not force the learner to interact with others.

4. Provide a predetermined signal (e.g., hand signal, oral signal, etc.) when the learner begins to exhibit unacceptable behavior(s).

5. Provide the learner with duties in group situations so peers may view the learner more positively.

6. Get the learner to be the leader of a cooperative learning experience if they possess a mastery of skills or an interest in that area.

7. Praise those students in the classroom who properly interact with the learner.

8. Assist the learner in finding unacceptable behaviors and teach them ways to change those behaviors.

9. Notify others who will be working with the learner (e.g., teachers, the principal, clerks, etc.) about the learner’s tendency to ignore the consequences of their behavior s.

10. Intervene early and often when there is a problem to prevent more severe problems from happening.

11. Give the learner logical consequences for unacceptable behavior(e.g., for disturbing others during group learning activities, the learner should have to leave the learning experience).

12. Make sure the learner does not become involved in overstimulating learning activities.

13. Talk with the learner to explain that they may be trying too hard to fit in and that they should relax and let friendships develop naturally.

14. Embody appropriate social behavior for the learner at all times.

15. Alter or adjust situations that cause the learner to demonstrate behaviors that are extreme.

16. Consider using an adaptive behavior management app. Click here to view a list of apps that we recommend.

17. Click here to learn about six bonus strategies for challenging problem behaviors and mastering classroom management.

The post 17 Ways to Help Students Learn to Fit in With Their Peers appeared first on The Edvocate.

1. Embody using appropriate language at all times (e.g., use appropriate language to express disappointment, unhappiness, surprise, etc.).

2. Draft an agreement with the learner stipulating what behavior is required (e.g., communicating with other students in an appropriate manner) and which reinforcement will be implemented when the agreement has been met

3. Teach the learner to respect others and their belongings by respecting the learner and their belongings.

4. Refrain from arguing with the learner.

5. Get the learner to put themselves in the other learner’s place (e.g., “How would you feel if someone called you dumb or stupid?”).

6. Refrain from confrontations with the learner that lead to unacceptable behavior on the part of the learner (e.g., give the learner options for alternative tasks, other times to perform tasks, assistance in performing tasks, etc.).

7. Refrain from physical contact with the learner who is likely to become orally abusive (e.g., a pat on the back may cause the learner to argue, threaten, call names, curse, etc.).

8. Do not embarrass the learner by giving them orders, requirements, etc., in front of others.

9. Provide visibility to and from the learner. The teacher should be able to see the learner; the learner should be able to see the teacher. Make eye contact possible at all times.

10. Connect with parents (e.g., notes home, phone calls, etc.) to disseminate information about the learner’s progress. The parents may reinforce the learner at home for communicating appropriately with other students at school.

11. Show the learner why making unacceptable remarks and unnecessary noises is not acceptable (e.g., impolite, might hurt others’ feelings, etc.).

12. Be firm, fair, and consistent with expectations and consequences of behavior.

13. Provide instructions in a compassionate rather than a menacing manner (e.g., “Please finish your math paper before going to recess.” rather than, “You had better finish your math paper or else!”).

14. Get the learner to question any directions, explanations, and instructions not grasped.

15. Talk with the learner about ways they could deal with unpleasant experiences that would typically cause them to use obscene language (e.g., talk to the teacher, go to a quiet area in the school, talk with a counselor, etc.).

16. Consider using an adaptive behavior management app. Click here to view a list of apps that we recommend.

17. Click here to learn about six bonus strategies for challenging problem behaviors and mastering classroom management.

The post 17 Strategies to Encourage Students Not to Make Inappropriate Comments to Peers appeared first on The Edvocate.

1. Urge the learner to interact with others.

2. Convey your feelings in a socially acceptable way.

3 Embody appropriate ways to respond to interactions with other learners or teachers.

4. Utilize feedback related to performance (e.g., test scores, grades, etc.) in place of praise or recognition. As the learner becomes more capable of accepting praise and recognition, slowly deliver oral praise and recognition.

 5. Praise the learner for responding properly to praise or recognition based on the number of times they can be successful. As the learner shows success, slowly increase the number of times required for reinforcement.

6. Praise those students in the classroom who respond properly to praise or recognition.

7. Recognize and praise the learner in private. The public aspect of praise or recognition is often the cause of the unacceptable response.

8. Assess the appropriateness of the social situation concerning the learner’s capacity and ability to be successful.

9. Give chances for appropriate interactions within the classroom (e.g., peer models engaged in appropriate interactions).

10. Always treat the learner with the utmost respect. Talk objectively at all times.

11. Give praise or recognition for smaller increments of success so that the learner may slowly become accustomed to the recognition.

12. Give the learner positive feedback that indicates they are essential.

13. Instead of emphasizing winning or “beating” other students in competition, urge individual success or progress that may be enjoyed privately rather than publicly.

14. Praise the learner for responding properly to others’ attempts to be friendly, complimentary, sympathetic, etc.: (a) give the learner a concrete reward (e.g., privileges such as leading the line, handing out learning materials, 10 minutes of free time, etc.) or (b) give the learner an informal reward (e.g., praise, handshake, smile, etc.).

15. Talk with the learner to explain(a) what they are doing wrong (e.g., using unacceptable language, responding negatively, calling names, making unacceptable gestures, etc.) and (b) what they must be doing (e.g., being positive in response to others).

16. Assist the learner in creating social understanding (e.g., people may be embarrassed by what you say, feelings can be hurt by remarks, tact is the best policy, remember interactions that have made you feel excellent and treat others in the same manner, etc.).

17. Show praise with a matter-of-fact delivery and avoid exaggerated exclamations of success.

18. Utilize alternative forms of praise or recognition that are not menacing to the learner (e.g., written notes, telephone calls to parents, display work done well, etc.).

19. Show respect for the learner’s right to a sensible amount of privacy.

20. Attempt several groupings to ascertain the situation in which the learner is most comfortable.

21. Give praise and recognition as a natural consequence for appropriate behavior.

22. Draft an agreement stating appropriate ways to respond to others and find which reinforcement will be implemented when the agreement has been met.

23. Consider using a classroom management app. Click here to view a list of apps that we recommend.

24. Consider using an adaptive behavior management app. Click here to view a list of apps that we recommend.

25. Consider using Alexa to help the student learn to behave appropriately. Click here to read an article that we wrote on the subject.

26. Click here to learn about six bonus strategies for challenging problem behaviors and mastering classroom management.

The post 26 Ways to Teach Students to React Appropriately When Peers Attempt to Be Nice to Them appeared first on The Edvocate.

1. Get the learner to avoid crowded areas. As the learner develops the capacity and ability to deal with typical physical exchanges with other students appropriately, slowly increase the learner’s access to crowded areas.

2. Converse with the learner to explain (a) what they are doing wrong (e.g., hitting others) and (b) what they must be doing (e.g., accepting typical physical exchanges appropriately).

3. Teach the learner to avoid typical physical exchanges by giving others room to pass, taking turns, watching the movement of others around him/her, etc.

4. Intervene early and often when there is a problem to prevent more severe problems from happening.

5. Make sure that others are not purposely bumping, touching, or brushing against the learner.

6. Practice role-playing that involves typical physical exchanges (e.g., being bumped, touched, brushed against, etc.).

7. Teach the learner acceptable ways to express displeasure, anger, frustration, etc.

8. Praise the learner for responding properly to typical physical exchanges with others: (a) give the learner a concrete reward (e.g., privileges such as leading the line, handing out learning materials, 10 minutes of free time, etc.) or (b) give the learner an informal reward (e.g., praise, handshake, smile, etc.).

9. Praise the learner for responding properly to typical physical exchanges with others based on the duration of time the learner can be successful. As the learner shows success, slowly increase the duration of time required for reinforcement.

10. Make sure the learner will have adult supervision (e.g., at P.E., lunch, recess, break time, etc.).

11. Draft an agreement with the learner stipulating what behavior is required (e.g., responding properly to typical physical exchanges with other students) and which reinforcement will be implemented when the agreement has been met.

12. Teach the learner to think before acting (e.g., they should ask themselves, “What is happening?” “What am I doing?” “What should I do?” “What will be best for me?”).

13. Place the learner away from classroom movement to lessen typical physical exchanges with other students.

14. Consider using an adaptive behavior management app. Click here to view a list of apps that we recommend.

15. Click here to learn about six bonus strategies for challenging problem behaviors and mastering classroom management.

The post 15 Ways to Teach Students to Respond Appropriately to Normal Experiences and Interactions with Peers appeared first on The Edvocate.

Fostering a Positive Learning Environment

The success of any school or educational institution depends on the quality of its leadership. Students and teachers both benefit when those in authority put an emphasis on mutual regard, teamwork, and acceptance. A leader who cultivates an atmosphere of trust and cooperation inspires followers to take an active role in their own education. Create, adapt, and implement leadership techniques that result in real-world shifts by advancing through doctor of education online programs. Students and teachers alike can benefit from this upbeat environment since it promotes learning and fosters a sense of community.

Improving Student Achievement

The success of students is strongly influenced by the quality of their school’s leadership. Extraordinary leaders have high expectations for their pupils and then back those expectations up with the resources they need to succeed. They have an appreciation for pupils’ individual circumstances and use methods that foster academic success. Leadership in the classroom has been shown to have a clear correlation with student achievement, and history provides several examples of how educators have turned around failing schools.

Supporting Teacher Development

Leaders in education have a crucial role in encouraging their staff members to develop professionally. They are there to help, to act as a mentor, and to open doors for advancement in one’s career. These heads of institutions make sure instructors have what they need to deliver high-quality education by investing in their professional development. When educators are inspired, well-versed, and committed to their work, it shows in their students.

Effective Resource Management

Leaders in education must effectively manage the institution’s resources and direct those funds where they will have the greatest impact on students and the school as a whole. Data-driven executives make allocation decisions that have the greatest possible positive effect on classroom instruction. They maintain fiscal responsibility while giving teachers and students all they need to thrive. The longevity and prosperity of the school as a whole benefits from such astute management of its resources.

Adapting to Changing Educational Landscape

Adaptive leadership is essential in today’s ever-changing academic environment. Leaders in education who succeed in their roles adapt quickly to new tools, pedagogical approaches, and societal expectations. To ensure that their institutions continue to be successful, they actively promote innovation. Leaders who can shift gears when necessary provide their institutions the edge they need to weather the waves of change and give their students an education with an eye toward the future.

Endnote 

Strong leadership from the top is essential for any school to succeed. Positive learning environments are promoted, student achievement is boosted, educators receive help in becoming better at their craft, resources are managed effectively, and schools are able to adjust to new pedagogical norms. The cumulative effect of these elements is what makes the influence of effective educational leaders felt for years to come in the classroom and beyond.

The post Importance of Effective Educational Leadership appeared first on The Edvocate.

The principal-teacher relationship should be established based on trust. This relationship doesn’t just sprout in a short time. Principals have to gradually groom the relationships while dedicating quality time to learn the strength and weaknesses of each teacher.

The biggest mistake a new principal can make is to start by making several changes. This will cause a faction of the teachers to quickly oppose the principal. If the principal is clever, he will start by making small changes, give time for the teachers to come to terms with them, then slowly introduce larger and more significant changes with time.

One important fact to keep in mind is that such changes should be implemented after deliberating with the teachers. In this article, we analyze ten ideas for earning the trust of teachers and offering them continuous and collaborative support.

Make Room for Peer Collaboration

Give teachers the time to make cooperative efforts while working together. This level of collaboration will consolidate relationships among members of a faculty, offer new or striving teachers the chance to gain useful insight and guidance, and lets teachers share their success stories and best practices. The principal becomes the key facilitator of the collaborative process. They schedule the time for collaboration and outline the agenda therewith. Principals who fail to see the importance of peer collaboration are misplacing its value.

Ask Questions and for Suggestions

The major decisions are taken by the Principal. However, teachers are not to be excluded from the decision making process. Even though the principal’s decision is meant to be final, teachers should be given a chance to share their opinions or offer advice to the principal, especially in cases where the subject directly concerns the teachers. Teachers have intelligent opinions. By asking for their viewpoints, they may either question your ideas concerning a matter or endorse that you are towing the right lane. In decision-making, neither one of these two scenarios is bad.

Back Them Up

Teachers are humans and every human faces challenges at certain points in their personal and professional lives. Principals should completely support a teacher who is faced with a personal challenge (death, separation, sickness, etc). Such a teacher will appreciate any form of support at that time. At times, support might simply be shown by asking about their welfare, and in some critical cases, asking them to take some days off.

You want to support a teacher professionally because you assume they are moral, productive and ethical. However, there are cases where you are unable to offer such support to a teacher because they made a morally or ethically wrong decision. In such a scenario, do not beat around the bush. Come out straight with them and let them know that they are wrong, and you cannot support such actions.

Remain Consistent

Teachers are never pleased to work with inconsistent principals, especially when handling parent situations or student discipline. A principal should remain just and consistent in decision-making. Teachers may disagree with your approach to situations, but if you can successfully stick to a pattern, they will complain less. For instance, if a child in third grade is sent to the office for arrogance, you can go through records to notice how you previously handled such cases. You wouldn’t want to be known for favoritism.

Perform Useful Evaluations

Teacher evaluations are designed to be tools that reflect a teacher’s present state and point them in a certain path to increase their all-around effectiveness. Directing important evaluations requires a large chunk of time which is a rare commodity for many principals, hence some of them fail to adequately implement their teacher evaluations. Sometimes, to effectively offer teacher support as a principal, constructive criticism is required. There is no perfect teacher. Like every other human, there are areas they need to improve upon. With an important evaluation, you get the chance to be critical and to applaud. There are two ends to it. An adequate evaluation cannot be made during a single visit to a classroom. The most important evaluations are obtained from a summation of information gathered from multiple visits.

Design a Teacher-Friendly Schedule

Principals have the responsibility of designing the daily schedule for their buildings. This comprises the teacher planning periods, class schedules, and duties. To please your teachers, reduce their working hours. Teachers abhor any form of duty, bus duty, lunch duty, recess duty, etc. If you can design a schedule that requires each of them to handle just a few duties monthly, your teachers will cherish you.

Urge Them to Share Challenges with You

Operate with an open door policy. The principal-teacher relationship should be so strong that the teachers feel free to share their issues with the principal and feel reassured that the principal will do the most to help them in a discrete format. Most times, you will see that teachers just need someone to share their frustrations with, so, more often than not, it’s all about being a great listener. Other times, you need to ask the teacher for time to allow you to ponder on the issue before giving them straightforward advice.

You should not compel the teacher with your conviction. Give them alternatives and explain to them your point of view. Let them know what you would have done and why, yet don’t make them feel awful for making a different choice. Understand the uniqueness of every challenge and that your approach to it depends on the situation.

Get to Know Them

The difference between knowing your teachers and becoming their best friends is slight. You should acknowledge your place as their leader, hence work at building a trustworthy relationship and keeping a safe distance that allows you to make tough decisions regardless. You should also let your relationship with them pivot at the midpoint between professional and personal, without tilting to the more personal end. Actively enquire about their families, hobbies, and other things. This gives them the idea that you care about them as individuals and as teachers.

Give Advice, Assistance, or Direction

Every principal is mandated to continually advise, assist, or direct their teachers. These are the fundamental duties of every leader, and principals are the instructional leaders to their teachers. They can carry out these functions in various ways. It can be done by verbally advising the teacher. It can also be done by letting the teacher observe another teacher who is strong in his or her area of weakness.

Also, giving them books and resources can be effective for providing advice, assistance and direction.

Offer Relevant Professional Development

Every teacher is expected to take part in professional development. Nonetheless, teachers do not want to carry out a professional development program that is irrelevant to them. No teacher would be glad to undergo eight hours of professional development in a course that is useless to their area of specialization or that they will not use. Since the principal is responsible for the planning of professional development, such an occurrence falls back on him. The professional development opportunities you select should be those that will benefit every teacher, including the ones who do not meet your minimum professional development criteria. Not only will your teachers appreciate you better, but your school will further undergo a long term improvement as your teachers keep learning new and practical skills.

What did we miss?

The post Ways in Which Principals Can Offer Teacher Support appeared first on The Edvocate.

Cannot Manage the Class

Classroom management plays a significant role in the teaching and learning process. As a classroom manager, a teacher has to incorporate simple procedures and expectations. The teacher has to follow-up with the predetermined consequences whenever they are compromised. If a teacher cannot manage the class efficiently, even if they make sincere efforts to teach a lesson, they are bound to fail in their job.

Insufficient Knowledge of the Content

In most states, teachers have to pass several assessments and obtain certification before embarking on the profession. So you may think that all the teachers who get a teaching job are proficient in their subjects. However, there are a few teachers who do not have sufficient knowledge to teach students. To overcome this problem, teachers can prepare thoroughly before teaching a lesson. The teacher will lose credibility if students notice that the teacher does not know the content. In this way, their teaching will become ineffective.

No Organizational Skills

Teachers have to work in an organized manner. If they become overwhelmed with the tasks involved in teaching and managing the class, they will not teach effectively. They need to perform several tasks, from preparing for the day’s lesson to teaching in the classroom and conducting tests. A teacher needs to be very systematic to fulfill all the duties efficiently.

No Professionalism

A teacher should follow a dress code, use appropriate language in the classroom, and attend school regularly. If they do not keep up with the rules and requirements or lack professionalism, they may have to give up their job.

Lack of Common Sense

A teacher can lose their job due to poor judgment. They have to confront many situations where common sense is required. Usually, even in stressful situations, good teachers think and then act.

Lack of Communication Skills

Teaching jobs require good communication skills. Educators have to interact and maintain a suitable connection with the administrators, staff members, other teachers, parents, and students. Those teachers who cannot communicate effectively or do not communicate altogether are sure to fail in their task. The teachers who do not connect with the parents and keep them informed about their child’s progress may not teach effectively.

No Commitment

Some teachers are not committed to their jobs. They prefer to spend the least amount of time at work. They never come to school early or stay back after school to do any additional work. These kind of teachers give free time to the students and show videos frequently. They do not employ creative methods in teaching. Moreover, they do not connect with other staff or faculty members.

By making sincere efforts to improve their teaching skills, all teachers can become effective teachers.

The post 7 Traits of an Ineffective Teacher appeared first on The Edvocate.

Why Is This So 

There are two sides to this. A few experts claim that they understand precisely why this lack of success has been observed. They believe that if American teachers were given autonomy, that is, if they were left to plan and execute all on their own, their students would be sure to excel in their education. 

Literacy experts of the other viewpoint, after spending an adequate amount of time within schools, particularly in classroom settings, and working with students as a supervisor, as a teacher, and more, believe that there seems to be a problem. Let’s compare both.  

The First ViewPoint 

According to some literacy experts, reforms within schools that are standards-based could never be effective or work altogether until those running the education system grasp the concept that goes behind standard-based teaching. They believe these have not been understood for the past twenty-five years. To showcase this point further, experts make use of two notes that they’ve received from educators.

Takeaway 

The notes revealed that those educators‘ schools were dedicated to promoting certain practices and activities instead of teaching. This was because the principals and the teachers wanted the students immersed in only certain activities, such as reading. 

So, these educators were essentially only focused on promoting activities that can be considered their favorite classroom activities. They did this instead of focusing on what it was that the students wanted to do and know. 

Experts claim that due to this promotion of only certain activities, the educators were only thinking about ways to make their students reach their set goals. 

Further they believe that they are only thinking about whether or not they can align activities necessary with outcomes that they consider to be useful. They relate this way of thinking to that of a surgeon who is conducting surgery based on his own decisions rather than on his patient’s needs. 

Concluding Thoughts

In the end, experts with the first viewpoint state that, until the educators focus on the standards of teaching, which means that until the educators conclude that their ultimate job is to make sure that their students are learning what they agreed to teach, it will always seem as if the students have failed. 

They even refute that carrying out test prep is not a standard of teaching, rather just a particular activity that educators focus on that aligns with their set goals.

The post How Teaching Based On Standards Does Not Lead To Reading Related Achievements appeared first on The Edvocate.