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Question #4


 * Learning schedules that allow for indivudual and small group instruction and intervention.
 * Small class sizes.
 * Continued Professional Development in curriculum.
 * Technology Plan progression in a timely manner. (S. Rahm)
 * More professional development in technology.
 * Provide the time for teachers and staff to fully implement and master new software and technologies. (E. Land)
 * order to meet the needs of every child.(E.Harris)
 * Our purpose as educators (J. Layman)
 * Time demands/restraints on classroom teachers: It's hard to get everything in and feel like quality work has occurred. (H. Witt)
 * Balanced classes (E. Hodgen)
 * Time to "think" about what we are doing BEFORE we do it.(J. Thomas)
 * We must monitor our progress, remember our purpose, and try to be positive. :) (R.Russell)
 * We must not lose sight of the "personal" aspect of teaching. Nothing can replace the teacher/student relationship. We cannot let ourselves become so "technical minded" that this is lost. Nothing can replace a hug or a "Good Job!"(Lane Hampton)
 * (Comment on Thomas comment above) I don't know if you remember this tiny thing from the ARI training, but they talked about making changes and how to go about it. They said that real change requires you to take action before you have complete understanding. Understanding will come as you learn by doing. On the other hand, no one wants impulsive change that is not driven by some understanding of data and some thoughts as to an effective solution. Somewhere there is a balance between holding on long enough to gain some understanding and then letting go to gain the "ah-ha" moment. (I know Joy was not talking about this specifically, but her comment reminded me of this and the Who Moved My Cheese book study. Susan Hayes)
 * Continue to look at requirements, changes, etc with time constraints in mind. Change is sometimes good, but not just for the sake of change. Change requires many hours of work and study. We need to look at the time each change takes and plan for 1 or 2 major changes at a time not continuous change. We do begin to feel like quality suffers when we are so consumed with all the tasks of changing! (E Lee)
 * Keep class sizes small and balanced to ensure that there is an environment for everyone to learn. ( E Lee)
 * Classroom size is a concern and it can effect the overall learning environment. Good point Lee! (R.Russell)
 * I love the "Time to think motto" Joy Thomas. To do something well you must have the time to think. I feel that we start one thing and jump to something else too quickly. It seems that strategies and teaching techniques are not totally thought about or done well long enough before you have to change to something else. (K.Powell)
 * Provide students with special needs specially designed instruction as well as additional time and practice to ensure that they reach their educational goals.
 * Small and balanced classes with an emphasis on the balanced and professional development specific to our field.(T. Bates)
 * Our system experienced so much success under the Smith Act! I hope some day our state legislature will become and STAY convinced of the fact that all the expensive programs in the world do not and cannot take the place of lower teacher-student ratios. So many of the current programs might not be necessary if teachers had fewer students and could have alloted time for extensive INDIVIDUALIZED instruction. (P.Weaver)
 * Class size and monitoring progress. (C. Bennich)
 * We need to focus on class size, small group size, adequate time to plan, adequate time to properly implement what we have planned to do, monitor progress, and keep a positive attitude. (B.Pettey)
 * Small class sizes are needed to meet individual needs.(T.Thrasher)
 * Small class sizes must be mentioned again and again. Let's also don't forget to read good literature to our students. (B. Wallace)
 * Definitely the smaller class sizes and, just like the students, teachers need positive reinforcement too! (M. Ward)
 * Absolutely, Ward! We are "in the trenches" each day and feeling valued is essential to a positive work environment. The success of any class (large or small) depends on a well-equipped, ever-ready, valued teacher. (K. Smith)
 * Keep differentiating instruction so that we reach all students. (S. Walker)
 * We must keep providing differentiated instruction, but we must also provide __time__ to practice. Some of our most challenged learners need many extra hours of practice to master a skill. Our days are very full and often there is not enough time give the practice time needed. (A. Land)
 * While using differentiated instruction to aide the intensive and boost the advanced, don't forget the "average" child. (A. Robinson)
 * Small class size, adequate time to plan and keep a positive attitude.(S.Lett)
 * We must remember our purpose and to be positive. (B. Helton)
 * Samll class size and the williness to work with in the framework of what we have.(Linda Wren)
 * Yes, A. Robinson, the average child must not be overlooked. The above and below seem to get the extra attention and the 'average joe' just stays, well 'average'. Continue to do what is done best, teach to everyone's strengths, and work on their limitations. (P. Bradford)
 * We need the ability to be flexible. Change is never easy, but it is inevitable.(M. Brown)
 * Are the children learning? (H. Witt)
 * Remember why we are here.....The Students and the ways they learn. (LWren)
 * I agree with small class sizes as one of the biggest factors. The more time we have with each student and less distractions for the student means they will ultimately learn more.(K. Hargett)
 * I also believe teachers need more planning and "thinking" time. We can throw so much more "good" information out there when we are well-prepared but there are only so many hours in a day and most of us have families too.(K. Hargett)