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.

1. Demonstrate organization and appropriate use of learning materials (e.g., putting learning materials away before retrieving others, having a space for all learning materials, keeping an organized desk area, following the daily schedule, etc.).
2. Let logical consequences happen (e.g., work not done during work time must be made up during leisure time, learning materials not maintained will be lost) because of the learner’s failure to organize or use learning materials appropriately.
3. Let the student finish a learning experience unless it is troublesome to the schedule.
4. Assess the clarity and quality of directions, explanations, and instructions given to the learner.
5. Designate a peer to work with the learner on specific learning activities to make sure the learner has the learning materials appropriate to do the learning experience.
6. Urge the learner to create a routine (schedule) of asking themselves, “Do I have everything?” before leaving home each morning.
7. Get the learner to leave the appropriate learning materials at specific learning experience areas.
8. Support the learner in discovering a system of organization that works best for them (e.g., subject folders, tabbed binder, checklist, etc.).
9. Connect with parents to disseminate information about the learner’s progress. The parents may reinforce the learner at home for being prepared/organized for specific learning activities at school.
10. Create monthly calendars to keep track of essential activities, due dates, tasks, etc.
11. Do not accept excuses. The learner must know that, regardless of the reasons, it is appropriate that they take responsibility for not turning in a math assignment, losing pencils, etc.
12. Get the learner to record the number of times they are prepared/organized for specific learning activities.
13. Urge the learner to gain an understanding of themselves and their surroundings. Train the learner to periodically step back and ask themselves, “What learning materials do I need to finish this task?” “Did I put my task in the correct folder?”
14. Get the learner to list five attributes of an organized person. Get the learner to select one of those attributes to work on each week for five weeks.
15. Urge the learner to keep the appropriate learning materials for specific learning activities together (e.g., gym clothes in a gym bag in the car, backpack with all school-related learning materials by the door, etc.).
16. Minimize distracting stimuli (e.g., place the learner on the front row, give the learner a table or quiet space away from distractions, etc.). This is used as a way to get rid of distracting stimuli, not as a punishment.
17. Urge the learner to manage their everyday lives as if they were self-employed. This should increase their motivation to be organized and fulfill their duties.
18. Urge the learner to put objects that should be taken to school in a designated space (e.g., by the door, at the bottom of the stairs, etc.).
19. Select various people (e.g., counselor, paraprofessional, peer, etc.) to help the learner keep the organization of tasks, learning materials,  etc., at school.
20. Give the learner an appropriate space to store/secure personal items (e.g., desk, locker, closet, etc.). Make the learner put away all items when not in use.
21. Click here to view a list of apps that we recommend.

The post 21 Strategies to Help Students Sharpen Their Organizational Skills 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. Utilize a research-based handwriting method when teaching sounds by hearing, writing, and saying. This eliminates many potential reversal problems.

2. Utilize lower grade-level texts as alternative reading content in subject areas.

3. Outline reading content for the learner using words and phrases on their reading level.

4. Let students use the smartboard so that teaching and learning become active. The learner hears, writes, and sees the sounds in isolation.

5. Select a peer tutor to study with the learner for exams, tests, etc.

6. Utilize a highlight marker to find keywords and phrases for the learner. These words and phrases become the learner’s sight-word vocabulary.

7. Select a peer tutor to practice sight words with the learner to reinforce concepts learned.

8. Teach the learner to use related learning experience s in their classes (e.g., filmstrips, movies, recordings, demonstrations, discussions, videotapes, lectures, etc.). Urge teachers to give an assortment of learning experience s for the learner to enable learning grade-level sight words.

9. Teach the learner to use context clues to find words and phrases they do not know.

10. Teach the learner to use context clues to find sight words they are learning.

11. Utilize a sight-word vocabulary approach to teach the learner keywords (e.g., circle, underline, match, etc.) and phrases when reading directions and instructions.

12. Get the learner to practice vocabulary words from required reading content by writing the words while saying the sounds.

13. Utilize reading sequence content with high interest materials (e.g., adventure, romance, mystery, sports, etc.) and low vocabulary.

14. Get the learner to find words and phrases that they do not recognize. Make these words the learner’s list of words to be learned.

15. Create a list of words and phrases from the learner’s reading content that they will not recognize (e.g., have the science teacher find the words the learner will not know in the following week’s task). These words and phrases will become the learner’s list of reading words for the next week.

16. Consider using AI to teach reading comprehension.

17. Consider using Alexa to teach reading skills.

18. Try using one of our many apps designed to teach literacy skills and help students with reading issues:

10 Apps That Teach Your Child to Read

7 Must-Have Apps to Make Students Love Reading

7 Must-Have Phonics Apps and Tools

9 Reading Apps and Tools for the Elementary Classroom

The Tech Edvocate’s List of 24 Literacy Apps, Tools & Resources

10 Apps to Teach Children Early Literacy Skills

The post 18 Hacks to Help Kids Learn to Identify Grade Level Words appeared first on The Edvocate.

1. Minimize the amount of information on a page (e.g., less print to read, fewer images on the page, isolate information that is presented to the learner) if it is visually distracting for the learner.

2. Get the learner to read content to the teacher to ascertain if it is on their reading level.

3. Get the learner to use their finger to point to words that are being read. The teacher should observe as the learner points to the words while reading. This would help to ascertain the causes of slow reading.

4. Minimize the learner’s anxiety level by not requiring the learner to finish a reading task within a specific period.

5. Teach the learner that work not done during work time must be finished at other times such as free time, recess, after school, etc.

6. Get the learner to question any directions, explanations, or instructions they do not understand.

7. Select a peer to model how to finish tasks for the learner.

8. 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.

9. Connect with parents to disseminate information about the learner’s progress. The parents may reinforce the learner at home for finishing tasks at school.

10. Draft an agreement with the learner stipulating what behavior is required (e.g., finishing tasks) and which reinforcement will be implemented when the agreement has been met.

11. Praise the learner for finishing tasks based on the number of times they can be successful. As the learner shows success, slowly increase the number of times required for reinforcement.

12. Praise the learner for finishing tasks: (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.).

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

14. Praise those students in the classroom who finish tasks.

15. Converse with the learner to explain (a) what they are doing wrong (e.g., failing to finish tasks) and (b) what they must be doing (e.g., finishing tasks).

16. Consider using AI to teach reading comprehension.

17. Consider using Alexa to teach reading skills.

18. Try using one of our many apps designed to teach literacy skills and help students with reading issues:

10 Apps That Teach Your Child to Read

7 Must-Have Apps to Make Students Love Reading

7 Must-Have Phonics Apps and Tools

9 Reading Apps and Tools for the Elementary Classroom

The Tech Edvocate’s List of 24 Literacy Apps, Tools & Resources

10 Apps to Teach Children Early Literacy Skills

The post 18 Hacks to Help Students Who Cannot Finish Learning Activities Because of Reading Issues appeared first on The Edvocate.

According to Dictionary.com, the word difficult means not readily or easily done, needing many skills, labor or planning to be successfully completed. This definition explains the root of the problem when it has to do with maths, especially the part that says “not readily done.” Now, what makes maths hard for most students is the fact that it requires patience and perseverance. For most students, math takes a lot of effort, it doesn’t just come naturally or automatically. This particular subject sometimes needs students to put in plenty of time and energy.

Meaning that the problem of most students has little or nothing to do with mental capacity but stamina or endurance. And because students are not in control of their own timetable when it comes to understanding a topic, they can run out of time as the teacher goes ahead to the next topic.

Math and Brain Types

According to most scientists, there is also an aspect of brain-style in the big picture. For any topic, there will always be contradicting opinions and just like any other topic, the process of human learning is exposed to continuous debate. However, many theorists are of the opinion that people are wired with diverse math comprehension abilities.

Some brain science scholars are of the opinion that rational, left-brain thinkers have the tendency to comprehend things in parts, while the reverse is the case for spontaneous, creative right-brain thinkers. The right-brain thinkers can assimilate a lot of information at a time and allow it to settle. This means that left-brained students tend to comprehend concepts while, while right-brained students do not and the time-lapse leaves them feeling confused and backward.

Math as an Accumulative Subject

Mathematical techniques are cumulative, which implies that it operates just like a pile of building blocks. One has to fully understand one area before successfully moving on to the next. The first and main building blocks of mathematics are laid in primary school where the principles for addition and multiplication are taught and they become our foundation.

The second building blocks are laid in middle school where formulas and operations are taught. Students have to fully understand this new information and become familiar with the topics before moving on to widen their knowledge.

Students start facing problems sometimes in between middle school and high school because they often graduate to a higher class or new subject before they are fully prepared. A child who receives a C in middle school has only known half of what he/she is supposed to know, but still graduates to a new level. The student passed or is passed on because of the following reasons;

1.They assume that a C is good enough.

2.Parents don’t recognize the problems created for high school and college when students move on without fully understanding all they need to know.

3.Teachers don’t have enough energy and time to make sure that every student understands the entire concept.

Therefore, students graduate to a higher class without a solid foundation, and the result of this is restrictions when it has to do with improvement and real possibility for total failure at some point.

The lesson to take home here is that when a student earns a C in mathematics, he/she should study seriously in order to understand all the concepts he will need in the future. As a matter of fact, it is advisable to employ a tutor to help out whenever you realize that you had a hard time in a math class.

Making Mathematics a Bit Easier

When it has to do with math and difficulty, we have generated some facts and these are:

•The subject appears difficult because it requires a lot of time and energy.

•Most students don’t have enough time to learn math lessons, and the teacher moves on, leaving some behind.

• Many people graduate to learn more complicated concepts without a solid foundation.

•We then wind up with an unstable structure bound to fail at some point.

Though this sounds like terrible news, all hope is not lost yet as we can remedy the situation easily if only we are patient enough. It doesn’t matter how far you have gone in studying math, you can become better if you go back to strengthen your foundation. You need to cover for all your lapses in middle school by studying to understand all the basic concepts you were taught then.

Some tips you might need are:

•As a middle schooler now, avoid moving on to the next class until you get all the concepts of pre-algebra. Hire a tutor if you must.

•As a high schooler who is having a hard time in math, download a middle school math curriculum or get a tutor. Ensure that you understand all the concepts and activities taught in middle classes.

•As a college student, go back to basic math and study forward. In a week or two, you could go through all you’ve learned in years. It doesn’t take as much time as it appears.

Irrespective of where you begin and where you are having issues, ensure that you recognize the weak points in your foundation and work towards gaining understanding and mastery in those areas.

What did we miss?

The post Why Math is Hard For Some Students appeared first on The Edvocate.

1. Let the learner go to other classrooms for specific learning activities during free time (e.g., typing, home economics, industrial arts, etc.).

2. Make sure that free time is contingent upon academic productivity and accuracy (e.g., the learner must finish three learning activities with 80 percent accuracy before participating in free time).

3. Make sure that the free-time learning experience does not overstimulate and cause the learner to demonstrate unacceptable behavior.

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

5. Make sure the learner can successfully take part in the free-time learning experience (e.g., the learner knows the rules, the learner is familiar with the learning experience, the learner will be compatible with other students engaged in the learning experience, etc.).

6. Make sure the learner knows that failing to make appropriate use of free time may result in the termination of free time and/or loss of chance to earn free time.

7. Separate the learner from the peer(s) who stimulates the learner’s unacceptable use of free time.

8. Praise the learner for making appropriate use of free time: (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. Make sure the learner knows that failure to conclude learning activities and return to tasks may result in the loss of chance to earn free time.

10. Join in free-time learning activities with the learner to model appropriate use of free time.

11. Put free-time learning materials (e.g., paper, pencil, glue, crayons, games, etc.) in a place where the learner can access them on their own.

12. Give high interest free-time learning activities for the conclusion of tasks (e.g., listening to music, reading, socializing, going to another part of the school building, etc.).

13. Give sign-up sheets for free-time learning activities.

14. Give supervision of free-time learning activities to monitor the learner’s appropriate use of free time.

15. Give the learner a list of quiet learning activities to take part in when they finish tasks early.

16. Give the learner frequent short-term, free-time learning activities so they can learn to finish free-time projects at another time and be willing to go back to tasks.

17. Give things of interest to the learner during free time (e.g., headphones, coloring books, reading content, etc.).

18. Praise the learner for making appropriate use of free time 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.

19. Ensure that the learner knows the length of free time available when beginning a learning experience.

20. Praise those students in the classroom who make appropriate use of free time.

21. Converse with the learner to explain (a) what the learner is doing wrong (e.g., talking loudly, getting out of seat, etc.) and (b) what they must be doing (e.g., talking quietly, sitting quietly, etc.).

22. Draft an agreement with the learner stipulating what behavior is required (e.g., talking quietly, sitting quietly, studying, etc.) and 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 Make Efficient Use of Their Free Time appeared first on The Edvocate.

1. Give the learner a selection of tasks, requiring them to select a minimum number from the total (e.g., present the learner with 10 academic tasks from which 6 must be finished that day).

2. Get the learner to orally repeat directions, explanations, or instructions after they have been given to reinforce retention.

3. Assist the learner with the first few things on a task. As the learner shows success, slowly lessen the amount of help over time.

4. Give alternatives to the traditional format for instructions (e.g., record instructions, summarize instructions, have peers give instructions, etc.).

5. Select various people (e.g., peer, paraprofessional, friend, etc.) to reinforce the learner when they receive/read instructions before starting a task.

6. Make the learner ask permission from the teacher to begin a task.

7. Give the learner shorter tasks but given more regularly.

8. Teach the learner directions/instructions (e.g., listen carefully, write down essential points, ask for clarification, wait until all instructions are received before beginning).

9. Stand in proximity to the learner when giving instructions.

10. Teach the learner to recognize when they are becoming overanxious and beginning things before receiving instructions.

11. Select a peer or volunteer to help the learner begin a task.

12. Urge the learner to manage their everyday lives as if they were self-employed. This should increase their motivation to finish projects successfully.

13. Get the learner to outline, underline, or highlight essential information in printed learning materials.

14. Teach and have the learner practice listening for crucial information when they are being given instructions or receiving information (e.g., write down main points, ideas, step-by-step instructions, etc.).

15. Get the learner to proofread all their work before submitting it.

16. Get the learner to highlight essential information in written instructions prior to beginning a task.

17. Show tasks in the most exciting and attractive manner possible.

18. Give the learner self-checking learning materials to check work privately, reducing the fear of public failure.

19. Establish a positive example by dealing in a socially acceptable way with situations that require you to sit through instructions.

20. Along with instructions, give an incentive statement (e.g., “If you wait to begin your work, I will come around to help you with the first problem, etc.).

21. Consider using a classroom management app to help the student learn to follow directions and instructions. Click here to view a list of apps that we recommend.

22. Consider using an adaptive behavior management app to help the student learn to follow directions and instructions. Click here to view a list of apps that we recommend.

23. Consider using Alexa to help the student learn to follow directions and instructions. Click here to read an article that we wrote on the subject.

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

The post 24 Quick Tips for Getting Students to Follow Directions and Instructions appeared first on The Edvocate.

By using advance organizers, teachers can connect the new information to old information, thus making it easy for students to remember the new information. Advance organizers serve three basic purposes. First, they direct students’ attention to what’s vital in the forthcoming lesson. Second, they draw attention to connections between the ideas that will be discussed. Third, they jog students’ memory about relevant information that they already possess. Thus, advance organizers help teachers introduce the lesson topic and demonstrate the connection between what the students are all set to learn and their previously learned information.

Some common types of advance organizers are:

•         Expository advance organizers: They help students get a broad idea of the lesson’s goal before the lesson starts. For example, a teacher may express the lesson’s goals by saying how the class has previously learned about the habitats of animals and that they’ll learn about a tropical rainforest’s four layers and the type of animals that live in each layer. 
•         Narrative advance organizers: They present new information in the format of a story. For example, a teacher may use storytelling to talk about what triggers a war and remind students of the ones they have learned earlier before describing some of the major battles they need to learn.
•         Skimming: As the name suggests, it involves skimming through information. For example, a teacher teaching young students can encourage taking a “picture walk” through the lesson before reading it.
•         Graphic organizers: They involve pictographs, concept maps, or conceptual or descriptive patterns. For example, before teaching about pets, a teacher can ask students to draw Venn diagrams to show who has a dog, a cat, and the ones who have both. A double bubble map is another useful graphic organizer. For example, when teaching about fruits (say, apple and banana), a teacher can use it where the central bubbles talk about the common aspects of the fruits, such as both are types of food and tasty to eat. The outer bubbles can talk about the differences, like apples are solid, red, and full of vitamin C, while bananas are soft, yellow, and contain potassium.
•         KWL charts: Before starting a lesson, a teacher could ask students to divide a page into three columns. They are named K (what students think they know), W (things they want to know), and L (what they have learned), respectively. The first two columns need to be filled in before the lesson starts. After the lesson, students should fill out the third column. Since KWL charts make students feel more comfortable with the new material they’ll be learning, they boost their focus and interest.

The post What are Advance Organizers? appeared first on The Edvocate.

Some other examples of mnemonics are:

•         To memorize the order of the Great Lakes (Superior, Michigan, Huron, Erie, Ontario), the acronym ‘HOMES’ is used. Another mnemonic for the order is ‘Super Man Helps Every One.’
•         To remember the sequence of mathematical operations (parentheses, exponents, multiplication, division, addition, subtraction), the mnemonic used is ‘Please Excuse My Dear Aunt Sally.’ (PEMDAS)
•         The seven coordinating conjunctions, namely For, And, Nor, But, Or, Yet, So, are remembered using the mnemonic ‘FANBOYS.’
•         To recall the order of taxonomy (Kingdom, Phylum, Class, Order, Family, Genus, Species), biology students use the mnemonic ‘King Philip Cuts Open Five Green Snakes.’

Mnemonics work by linking easy-to-remember clues with unfamiliar or complex data. Though they often appear to be arbitrary, nonsensical, and illogical, their wording is fun, thus making them memorable. Teachers should introduce their students (with and without disabilities) to mnemonics to help them remember and retrieve the new information they teach. Mnemonics are extremely helpful when a task requires students to memorize certain information rather than understand a concept.

Once the students learn the concept of mnemonics, they can use and adapt these tools for the rest of their lives to ensure important information doesn’t slip through their fingers. There are different types of mnemonics, and which one works the best is dependent on the individual student. Listed below are four basic types:

•         Music mnemonics: Music is a powerful tool that works well in mnemonics where items in a list to be remembered are combined in a song or rhythmic pattern. Examples are the ‘ABC’ song to learn the English alphabet or the ‘50 Nifty United States’ song that students use to learn all the states alphabetically.
•         Name mnemonics: Here, the first letter of each word in a list is used to form the name of an item or person, like ROY G. BIV (for remembering the colors of the spectrum). It’s interesting to note how it’s the exact reverse of VIBGYOR.
•         Word or expression mnemonics: This is perhaps the most popularly used among mnemonics, where the initial letter of every item in a list is organized to form a phrase or word. Examples already discussed earlier are ‘FANBOYS’ and ‘King Philip Cuts Open Five Green Snakes.’
•         Rhyme mnemonics: Here, the information to be remembered is organized in the form of a poem. For example, ‘In fourteen hundred ninety-two, Columbus sailed the ocean blue.’

Some other types are image mnemonics, note organization mnemonics, model mnemonics, connection mnemonics, and spelling mnemonics.

The post What are Mnemonics? appeared first on The Edvocate.