William Gladden Foundation

Welcome to the William Gladden Foundation library of educational materials about Educational and Learning Issues. These publications are FREE to read on-line or download to hardcopy and reproduce.

Next to parents, educators are the most important adults shaping the future of America's children. Indeed, educators do so much more than just teach, they are involved in the lives of their students in many other ways. Administrators, counselors, psychologists, nurses, coaches, specialists, volunteers and support staff work on behalf of students to enhance their learning experience. Teachers not only teach, they also are friends, confidantes, role-models, therapists and diagnosticians who identify student strengths and deficits and develop lesson plans designed to maximize student learning and potential.

As a result, educators - especially classroom teachers - must know much more than the "3 Rs." They also must know what may be causing students to exhibit problems in the classroom and impeding the learning process. This is a huge challenge that is often limited by the availability of resources. The following information is designed to help educators in the performance of their many important duties.

Building Children's Self-Esteem, by Amy R. Vigilante, Ph.D., 4,128 words, 16 pages. There are many reasons why the development of a child's self-esteem may be hindered. They range from very real problems, such as physical handicaps, to less clear issues, such as emotional problems stemming from parental divorce. Despite the particular difficulties that children may encounter, their self-esteem can grow and flourish ' with the right support. Unfortunately, there are many potentially negative results when children do not develop healthy self-esteem. Possible outcomes range from general unhappiness to deep depression, to dropping out of school, to robbery and even to violence. Building children's self-esteem does not require special materials or complicated techniques. Rather, parents and teachers can rely on sensitivity and basic communication skills to understand and help children believe that they are competent and valued. The information presented in this publication explains how adults can influence the growth of a healthy self-image in children.

Children With Attention-Deficit Hyperactive Disorder, by Waln K. Brown, Ph.D., and Sandra Grove Dykes, M.Ed., 4,121 words, 16 pages. ADHD is a common problem in children and has been a source of controversy for nearly 50 years. Some experts believe that ADHD is merely a mixture of symptoms used to describe 'bratty' children. Other experts contend that it is a medical syndrome. Furthermore, some research studies claim that as high as 10% of all American children show signs of ADHD, while other research studies argue that between 3% and 5% is a more accurate range. These discrepancies exist because diagnosis of ADHD is difficult. No laboratory test or study can scientifically identify ADHD is children. Therefore, parents, teachers and other professionals must make their own diagnoses based upon observations of a child's behavior over time. It is not surprising, then, that ADHD has become one of the most discussed childhood behavioral disorders. These children have ongoing periods of excitability, impulsivity and motor activity. Because of their behaviors, ADHD children often become the focus of negative attention. An ADHD child's life adjustment can be influenced dramatically by how others view the problem and how the child views him or herself. This publication is a guide to identifying, coping with, managing and teaching ADHD children. It is our hope that the information herein contained will help parents, educators and other professionals to understand the many aspects of ADHD and the many ways they can help ADHD children control or overcome their behaviors.

Children With School Phobia, by Cyma J. Siegel, R.N., and Waln K. Brown, Ph.D., 3,720 words, 16 pages. Childhood anxiety disorders (including school phobia) are a growing area of concern and research. These problems have potentially serious implications for childhood development and for adult life. In retrospect, many adult anxiety disordered patients remember that school phobia was the initial cue that they would later develop panic disorder. These findings are a warning signal that educators and mental health professionals nationwide should be attempting to identify and treat children with school phobia. Early identification and treatment of school phobia is essential to reducing the risk of later problems. Preadolescents with acute school phobia who are identified and treated quickly and successfully should sustain no lasting educational or psychological deficits. On the other hand, however, adolescents with chronic school phobia may miss an important part of their preliminary education, thereby sustaining serious and, possibly, long-term educational deficits. These children may also suffer a loss of self-esteem and confidence, causing social and psychological problems in their development.

Children With Dyslexia, by Amy R. Vigilante, Ph.D., and Waln K. Brown, Ph.D., 4,492 words, 15 pages. Dyslexia is a type of learning disability that has a huge impact on a child's educational experience. For a long time, teachers and doctors misunderstood dyslexia. Students who suffered from this problem felt inadequate, even stupid. In reality, dyslexics are not less intelligent that other people. The problem they have is with written language. Their special trait is that they do not SEE written words in the same way others do. Dyslexic children face many problems in school that grow out of their different learning style. Because they cannot see writing the way others do, they feel as though they are separate. Teachers cannot see the writing for the dyslexic child; instead, they must find methods to help the dyslexic figure out what he or she is seeing. The frustration that a dyslexic child experiences in school can have a tremendous impact on the rest or his or her life. Research has discovered valuable information about this learning problem. With the proper support systems, good teaching and careful problem identification, dyslexic children need not suffer from the school experience. Today, dyslexics may enter any professional field to which they are suited, once they have mastered the necessary skills or reading and writing.

Creating a Drug-Free School, by Waln K. Brown, Ph.D., 688 words, 6 pages. A drug-free school is one in which school personnel, parents, students and the community unite to combat the use of alcohol and other drugs. School must be a safe place in which to live and learn. Students who use drugs do not learn as well as drug-free students, and schools where drugs are used are not as safe as drug-free schools. All schools should strive to have drug-free students. Drug education should start in kindergarten and run through the twelfth grade. All students should be educated about drugs and their dangers as part of their total academic experience.

Developing An Individualized Behavior Management Plan, by Kathleen A. Riley, M.Ed., Mary Lou Rush, Ph.D. and Robert L. Schwartz, Ed.S., 4,875 words, 17 pages. Students are expected to follow classroom rules and to respect the rights of others. However, not all students will comply with these expectations nor will they accept responsibility for their actions. Such circumstances may make it necessary to determine the cause for their misbehavior and the reinforcers or consequences with the strength to motivate behavior change. Upon determining these factors, it is possible to develop an individualized behavior management plan. This publication provides administrators, teachers and instructional assistants with a systematic process for developing an individualized behavior management plan. The techniques suggested herein are derived from behavioral and cognitive approaches to managing children's behavior in both the regular and special education classrooms.

Drugs & School Performance, by Waln K. Brown, Ph.D., 688 words, 3 pages. School performance is the level of success that students achieve in school. One level of school performance involves academic achievement such as learning and grades. A second level relates to behaviors such as citizenship and attendance. rugs change the way the brain normally works and interferes with the ability to learn. Some drugs are associated with impairment of cognitive functioning. This can result in drug users having trouble paying attention in class, undertaking the assigned work and remembering what the student learned or read in class.

Early Identification And Education Of Gifted Children, by Waln K. Brown, Ph.D., and Katharine S. Hansen, B.S., 4,239 words, 16 pages. Some children are born with extraordinary intellectual abilities. Graced with special 'gifts,' they easily accomplish many difficult mental tasks that others will struggle with or may never master. These children are 'gifted,' and their exceptional abilities are usually apparent in early childhood. Gifted children usually begin showing their special abilities BEFORE entering elementary school. Teachers in nursery school, kindergarten and the early elementary grades can help parents to identify their children's special gifts and to determine the best course for developing them. The American educational system recognizes the special needs and abilities of gifted children. Early identification of these children has become an educational priority. A growing number of school systems offer programs for the gifted and several models of school-based programs for the gifted now exist. Parents must carefully choose the one that most appropriately meets the needs of their gifted child.

Effective Classroom Discipline, by Waln K. Brown, Ph.D., and Amy R. Vigilante, Ph.D., 4,109 words, 16 pages. Effective classroom discipline is not some mystery or difficult approach to controlling behavior. Instead, it is rather straightforward. Effective classroom discipline builds upon the concept that it is possible to PREVENT most behavioral problems by establishing and maintaining clearly defined rules that are enforced in a consistent manner. However, the rules and their enforcement need not be punitive, harsh or threatening. There is no room for fear of discomfort within the classroom. Rather, by developing a sensitive but firm approach, effective classroom discipline can be a positive educational experience. Children respond to praise far better than they do to criticism. Although the following information can benefit all educators, it will prove especially useful to classroom teachers and teacher aids involved in elementary school education.

Helping Students Develop Good Study Habits, by Charlotte G. Garman, Ed.D., and Waln K. Brown, Ph.D., 4,244 words, 15 pages. America has come to realize that its national educational system is not reaching enough of its students. Basic skills at the primary levels of school have decreased, as have the standard test scores of high school graduates. Certainly, the educational system alone is not to blame for this problem. Parents and communities must bear some of the responsibility. It is time for parents and teachers to pull together on behalf of children by helping them learn 'how to study' efficiently and effectively. If students are to develop the kind of study habits that improve academic achievement, the cooperation of home and school will be required. Regular, organized and consistent study habits can improve academic achievement. This publication provides an overview of the main problems causing poor study habits, and possibilities for improvement. It also identifies roles that teachers, parents and students must play in the study process.

Helping The Beginning Reader: Successful Techniques Used By Successful Teachers, by Charlotte G. Garman, Ed.D., and Waln K. Brown, Ph.D., 4,982 words, 16 pages. There are schools and classrooms where beginning readers learn with ease, where the majority of students have no particular difficulty. Somehow, these teachers have learned what makes students successful. There is no single way to initiate and develop a program for beginning readers, no prescribed set of activities appropriate for all students. The needs of the students, their unique talents and backgrounds of experience create a diversity that can only be satisfied through a curriculum marked by equal diversity. There are, however, identified characteristics that do promote an eagerness to read and do help students to learn. These constitute the heart of this publication. It is our hope that the successes of the many teachers who herein contributed their ideas will help others in their search for ways to improve reading skills.

How To Be A School Volunteer, by Amy R. Vigilante, Ph.D., and Waln K. Brown, Ph.D., 4,004 words, 16 pages. School volunteers make an important contribution to the education of American youth. The quality of life and learning provided by the volunteers who contribute their time and talents to a school can have a powerful impact on students. A well-organized and effective volunteer program can be of such benefit to a school that its educational quality is noticeably improved. Furthermore, the relationships that students form with school volunteers can have a significant influence on their development of social skills, self-esteem and personality. This publication is designed to help school volunteers become comfortable in their roles and proficient at their tasks. Knowing and understanding the roles played by school volunteers is a key to success in this important endeavor. Once they have learned how best to blend their talents and interests with the needs of the school and its students, volunteers can help mold the lives that are America's future.

Improving Your Child's Homework Skills, by Waln K. Brown, Ph.D., 697 words, 3 pages. Poor homework skills are a main cause of academic problems. Many children do not know how to do their homework efficiently and effectively. They may waste time on assignments, overlook facts or quit before completing their homework. Because they do not have good homework skills, they may be 'turned off' by the educational process and thereby limit their potential to learn. The learning process begins at home and requires parental involvement. Parents who 'take the time' to 'show interest' in their child's education are already laying the foundation for good homework skills. They can help improve their child's homework skills by using the strategies in this publication.

Improving Your Child's School Attendance, by Waln K. Brown, Ph.D., 879 words, 3 pages. School absenteeism includes all excused and unexcused forms of non-attendance, such as students who are truant, suspended or expelled, delinquent, chronically ill, pregnant, runaways, tardy or belong in school but have never enrolled or attended. Students are truant when they are absent from school without legitimate reason or without permission from home or school. The main concern is chronic truants (students who frequently stay out of school without permission). They are potential dropouts. Potential dropouts can be identified by the third grade. Students who are constantly late from school, idle away too much time, linger on tasks and find excuses to stay home from school are showing signs of becoming truants and potential dropouts.

Learning Disabled Children, by Waln K. Brown, Ph.D., and Sandra Grove Dykes, M.Ed., 3,841 words, 15 pages. During the 1940s, early research information on learning disabled children began to reach teachers, psychologists, physicians, speech therapists and other professionals. By the late 1950s, special education programs for mental retarded, deaf, blind, cerebral-palsied, speech-impaired and emotionally troubled youth spread widely throughout the nation's educational system. Schools and parents became aware of the many children who did not learn as easily as their classmates did. These children, however, did not fit into any of the known categories, such as those listed above. Instead, children with undiagnosed or misdiagnosed learning disabilities were labeled 'clumsy,' 'lazy,' 'dull' and 'in need of discipline.' Many professionals believed, mistakenly, that these children would outgrow their conditions. In 1964, a group of parents, teachers and other concerned citizens formed the National Association for Children with Learning Disabilities (ACLD). Other groups like ACLD also began to form and today exist throughout the United States. With the help of these groups, the many aspects of learning disabilities are gaining recognition and, as a result, parents, teachers and learning-disabled individuals can now get information and support. This publication provides important information about how to identify, cope with and help learning disabled children.

Teacher Liability, by John O. Williams, J.D., 4,520 words, 16 pages. Laws heavily influence the profession of teaching. Teacher liability is a prime example of the relationship between teaching and the law. The judicial and legislative processes have designed certain protections (and imposed additional duties) on teachers, based, in part, on the unique role they play in the education, care, discipline and social development of students. Teachers face exposure to liability much greater than does the average citizen. This is because of the sheer number of daily encounters with situations involving students that, if handled improperly, could lead to liability. Furthermore, because of the unique role of teachers, they must exercise a higher duty of care than do most professionals. Nearly every day, teachers must deal with laws related to issues such as child abuse, student discipline, negligence, defamation, student records and copyright infringement. Each of these areas of law poses potential problems and pitfalls for teachers. Ignorance of the laws related to these issues, or failure to obey the mandates of the laws, can produce grave consequences. Teacher liability is a complex topic. There is much for teachers to known about the laws related to their profession, as well as the potential liabilities for violating those laws. Furthermore, there exist many misconceptions with regard to teacher liability. This publication provides an overview of the subject of teacher liability. It offers insights as to how liability can affect teachers in the course of performing their duties and how teachers can protect themselves from liability.

Teaching Young Children Effective Listening Skills, by Charlotte G. Garman, Ed.D., and J. Frederick Garman, Ph.D., 3,636 words, 16 pages. Educators now realize that effective listening, especially in the early years, is dependent upon the inter-relationship of three activities: speaking, listening and doing. Before students can 'do,' they must have opportunities for intake of information and ideas usually attained from someone who is speaking. Conversely, every act of speaking implies listening, and the ensuing intake of knowledge is necessary for any creative activity of self-expression. Since there are many reasons for skill in listening, young children must form the 'habit' of listening attentively early in life. Waiting to learn listening skills in school is too late. Actually, even as adults, how well people succeed often depends a great deal on how well they listen, and that is dependent upon how much they have been exposed to the various functions of listening as children. Increasingly, the ability to listen to each other is a skill desirable for both interpersonal and international cooperation. In schools, discriminating listening is a requisite for success ' academically, athletically, socially and creatively. Listening is the basic element of all communication skills, for it is one thing to speak but quite another to follow through upon what someone else is saying. The skill of listening must be given more intensive attention than ever before in the history of education.

Teaching Children How To Succeed, by Bruce W. Tuckman, Ph.D., 4,748 words, 15 pages. No one is born with guaranteed success. Succeeding is something we learn to do as children, based on our experiences. The key ingredients to learning to succeed are our self-beliefs and how well learn to control and change our own behavior. Just as we learn to drive a car or solve a math problem, we learn to succeed. Children must learn to succeed at many activities, including school, sports, socializing and handling personal and family problem. Each of these activities requires skills that are specific to the activity at hand, but there also are some 'general' qualities required to succeed, especially those that have to do with coping. Perhaps the most important general quality is the belief that we 'can' succeed. This essential belief is not innate. It is learned as a by-product of each little success, every one causing the belief to grow.

Teaching Children Role-Modeling Skills, by Robert L. Schwartz, Ed.S., and Kathleen A. Riley, M.Ed., 4,443 words, 16 pages. Most people learn through trial and error. They acquire appropriate behavioral skills by practice. Positive role models who instruct students can reach most of them by teaching the appropriate responses. This is especially true if they start teaching appropriate behavior on the first day of the student's educational career, and consistently reinforcing them throughout the school experience. They develop lesson plans to teach social skills, and the students demonstrate those skills throughout the daily school routine. When applied in a variety of settings, the students have developed the ability to generalize the appropriate behavioral skills. As most teachers have discovered, students are not coming to school with the appropriate behavioral skills. Educators no longer just reinforce skills they learned at home, but must integrate behavioral skills training as part of the daily curriculum. The information in this publication will help teachers instruct students in appropriate behavioral skills through the technique of role modeling.

Teenage Pregnancy, by Charlotte G. Garman, Ed.D., and Waln K. Brown, Ph.D., 4,680 words, 16 pages. Over 500,000 American babies are born each year to unmarried girls under age 18. Pregnant teens find themselves in a situation for which they are seldom prepared, either financially or emotionally. Many of these girls drop out of school, leave home and become dependent upon public welfare. If they try to find employment, they usually can get only the lowest-paying jobs, because they lack an education or do not have marketable skills. Perhaps the saddest result of teenage pregnancy is the loss of human potential. Many mothers who became pregnant during their teens look back and wonder, too late, what their lives might have been had they not become pregnant so early in life. Their children, too, often have to struggle and find their potential likewise limited. Parents often fail to explain the 'facts of life' to their children. Some schools do not emphasize sex education to their students. As a result, many teens have learned myths rather than facts about sex and its consequences. Young people end up experimenting with and learning about sex on their own. This lack of information and understanding often leads to teenage pregnancy.

Truancy, Chronic Absenteeism And Dropping Out, by Charlotte G. Garman, Ed.D., and Waln K. Brown, Ph.D., 4,679 words, 17 pages. School attendance is one of the important issues facing schools in America. Student absenteeism costs taxpayers billions of dollars each year in lost revenues, and greater loss in human potential. However, school attendance is not an impossible issue to resolve. Its resolution, at least in part, is a natural function of education. Students must be taught to understand the value of education. Parents must learn about their roles and responsibilities in promoting regular attendance. Educators must develop policies and programs designed to keep students in school. The more people know about the importance of regular school attendance, and the better they understand their roles in promoting it, the greater will be the educational experience for every student.

Violence In America's Schools, by Ronald E. Sharp, Ed.D., and Waln K. Brown, Ph.D., 3,965 words, 16 pages. The Center for Disease Control states that one student in five takes a weapon to school and one in 20 carries a gun. The problem has become so pronounced that one in four of America's school systems use metal detectors to search students for weapons. The problem of school violent is not new. It came to the forefront of public awareness in the early 1970s. The hearings of the Senate Subcommittee to Investigate Juvenile Delinquency and the House Subcommittee on Elementary, Secondary and Vocational Education documented the escalating violence in America's schools. Since 1969, the Gallup Poll has surveyed Americans regarding their attitudes toward public education. School discipline (violence) ranks as the most important problem almost every year, and the public has a right to be concerned. Over the past few decades, violence in America's schools has increased to the highest levels in history. Parents are worried about the safety of their children and question whether schools can protect them. Although school violence is a major national problem, many schools experience little or no violence. Urban schools in the major metropolitan areas have the greatest risk of school violence, while suburban schools have a higher ranking than do rural schools. Although many schools do not have a problem with violence, the issue is increasing in intensity and expanding into areas once considered immune to the problem. Understand that all schools have the potential for violent crimes, and therefore must be prepared through policies, procedures and training to handle such events.