chat center
SUBSCRIBE MY LINKS:

Latest Posts Full Chatboard Submit Post

Current Issue Table of Contents | Back Issues
 


TEACHERS.NET GAZETTE
Volume 3 Number 7

COVER STORY
Barbara & Sue Gruber help us "to stay energized and enthusiastic about teaching" during our summer break...
ARTICLES
Five Reasons to Stop Saying "Good Job!" by Alfie Kohn
Prepare for Discouragement? by Hg
Using The Summer To Improve Your Teaching by Bill Page
What I Know I Know by Bill Page
Consistency in Congress: Yet Another Child On-line Protection Law that Can't Possibly Work by Dr. Rob Reilly
Simple Tips to Increase Student Achievement at the High School Level by Geneva Glanzer
Dear Old Golden Rule Days, Chapter 1 - First Test by Janet Farquhar
Classroom Management Tips You Wish You'd Known "Back Then" from the Primary Elementary Chatboard
Teaching for Peace by Jay Davidson
Book Reviews - The "Power" of Two & Brain Based Teaching: Building Excitement for Learning by Susan Gingras Fitzell
Classrooms as Discourse Communities by Daniel Chang
Keeping Records on Students with IEP's from the Special Education Teachers' Chatboard
The Robinson Residence for Retired Teachers In Quebec by Dave Melanson
What To Do With Education Catalogs Instead of Tossing Them from: The Teachers.Net Chatboard
Uncovering the Hidden Web, Part I: Finding What the Search Engines Don't from: ERIC Clearinghouse
July Columns
July Regular Features
July Informational Items
Gazette Home Delivery:


About Geneva Glanzer...
Geneva Glanzer was raised in Cowiche, Washington, a rural, apple-producing community located 20 miles west of Yakima, Washington. After graduating from Highland High School in 1970, Ms. Glanzer attended Yakima Valley Community College, earning her Associate of Arts degree in Sociology. In 1974, Ms. Glanzer graduated with honors from Central Washington University in Ellensburg, Washington with a B.A. in Education and a major in Special Education. Her first three years were spent at Tieton Middle School teaching Special Education; she then transferred to Highland High School to work in the resource program for the next eleven years. In 1980 she received the Outstanding Teacher Award from the district. In 1986 Ms. Glanzer transferred to the elementary school and taught 3rd and 4th grade regular education classes for eight years. While teaching at the elementary school, Ms. Glanzer received the Masonic Outstanding Teacher Award. She was instrumental in organizing talent shows, cultural fairs, science fairs, and patriotic musicals as well as drug and alcohol awareness activities. During this time Ms. Glanzer also served as the technical resource person for the building. In 1997, Ms. Glanzer returned to the high school to teach English and History. She also served as A.S.B. Advisor and Activity Director. During her career, Ms. Glanzer has received several grants, the latest of which was awarded by Bill and Melinda Gates for the Teacher Leadership Project which brought $10,000 worth of computer hardware and technology training into her classroom. Ms. Glanzer is currently completing her M. A. in Education through Grand Canyon University.

Ms. Glanzer will soon be celebrating her 27th anniversary with her husband, Sam, fire chief of Cowiche Fire Department and refrigeration engineer at Cowiche Growers Inc. They have 2 wonderful children, Marissa and Brandon. Marissa will be receiving her B.A. in Education from Central Washington University, her mother's alma mater. Brandon has just completed his first year at Western Washington University in Bellingham.

Ms. Glanzer's motto? "This is not the dress rehearsal" so live life to the fullest ~ believe in yourself and others, achieve goals and accomplishments then receive tremendous blessings, and most importantly ~ never neglect to give thanks!

Teacher Feature...

Simple Tips to Increase Student Achievement at the High School Level

by Geneva Glanzer


Having taught in public schools for the past 28 years, numerous changes have been noted, one of which involves the increasing number of students not working up to their potential. In considering the swell of apathy and decrease in motivation, there seem to be specific factors affecting classroom performance.

Parent support and interest in education, especially at the upper grades, is waning. Often parents are busy in their own endeavors or dealing with personal issues. They may have given up on their child out of frustration or are intimidated by school itself as a result of their not being successful as a student.

A second variable involves the pressure of high stakes, state-mandated tests. Increased accountability is essential in the teaching profession but the additional demands on teachers have affected the building and maintaining of student relationships. Only the most effective educators have found a balance between state accountability and student accessibility. Teachers simply are not spending enough time connecting with students.

A third factor involves public education not keeping up with the fast pace and excitement of today's society. Technology has changed the way in which young people interact with the world, yet many educators have not made the paradigm shift within their classrooms. Students need additional challenges presented at a higher level of thinking such as problem solving, discernment of information and development of interpersonal, team building skills.

Analyzing data gathered during action based research conducted in the classroom initiated strategies that had a positive effect on student achievement. Even at the high school level, students are often unable to monitor their own learning improvement. Most students lack the discipline, maturity and skills to attain high educational standards without additional assistance.

To increase student achievement several concrete strategies were implemented, including having students set and evaluate both academic and personal goals on a regular basis, monitor their own reading progress through standardized tests and fill out their own credit sheet for graduation.

Students whose parents were contacted at least twice a month and who were given bimonthly progress reports also showed academic growth. Attitudes, interest in school and self-esteem improved as noted through teacher and parent observations as well as personal interviews with both students and parents. It was determined that improved student success was in direct correlation to the amount of personal time and energy an individual teacher spent with a student and their parents.

Student achievement increased and students began to work up to their potential when: they were guided in goal setting, empowered to take responsibility in their own learning, received individual assistance through tutoring, obtained consistent feedback on their progress, and their parents were involved through the concerted and consistent effort on the part of their child's teachers.

Instead of lamenting young peoples' lack of interest in school, educators need to evaluate how much time is spent with parents and students to build relationships as well as give guidance and tools to empower students to become responsible for their own progress and achievement. In addition, providing one-on-one educational experiences with students and challenging them with higher level thinking will be constant factors in increasing student achievement.

Geneva Glanzer
Highland High School
Cowiche, WA

 

# 553779