• 
• 
  • A Brief History
  • Michael Maloney
  • The QLC Learning Model
  • Services Available
    • Training
    • Learning Centres
    • Academic Assessments
  • Archives
• 
  • Teach Your Children to Read Well
  • Instructional CDs
  • The Toolbox Series for Literacy
  • Teach Your Children to Spell Well
  • Teach Your Children Math Well
• 
  • Overview
  • Authors
    • Michael Maloney
    • Lynne Brearley
    • Judie Preece
  • Teach Your Children Well
    • Overview
    • Table of Contents
    • Foreward
    • Preface
    • FAQs
    • Accolades
  • Teach Your Children to Read Well
    • Overview
    • FAQs
    • Accolades
    • Level 1A
      • Placement Test
    • Level 1B
      • Placement Test
    • Level 2
    • Level 3
    • Level 4
    • Instructional CDs
    • Reading 1 The Toolbox Series for Literacy
    • Reading 2 The Toolbox Series for Literacy
• 
  • Overview
  • Level 1
    • Overview
    • Placement Test
    • Order Set
    • Individual Books
    • Sample Lessons
  • Level 2
    • Overview
    • Placement Test
    • Order Set
    • Individual Books
    • Sample Lessons
  • Level 3
    • Overview
    • Placement Test
    • Order Set
    • Individual Books
    • Sample Lessons
  • Level 4
    • Overview
    • Placement Test
    • Order Set
    • Individual Books
    • Sample Lessons
  • Level 5
    • Overview
    • Placement Test
    • Order Set
    • Individual Books
    • Sample Lessons
• 
  • Overview
  • Modules
  • Orders
• 
• 
• 

READING

BOOKS | AUTHORS | TEACH YOUR CHILDREN WELL |
TEACH YOUR CHILDREN TO READ WELL | INSTRUCTIONAL AUDIO CDs | THE TOOLBOX SERIES FOR LITERACY

Teach Your Children Well
Page 6

FAQs (Page 2)

Q:Can learning be measured?

One of the persistent problems of schools is in how they measure learning. During the past 30 years, Ogden Lindsley of the University of Kansas, has developed a simple, direct method for measuring student performance. It is called Precision Teaching. In a 12-year study in 44 U.S. states involving thousands of elementary school children, daily one-minute samples of student performance led to huge gains in reading and math. The measurement and the decisions made by teachers and students from this continuous flow of data increased test scores dramatically in each of the 12 years of the study. This method, however, is not taught to teachers in our education training centres nor is it used in most school classrooms.

Q:How does one get a classroom of students under control?

No one is capable of teaching or learning in chaos. Effective teaching can only occur when students are under the instructional control of the teacher. Such control is most easily established by setting and consistently reinforcing simple classroom rules.

Five such rules include:

Work quickly and quietly.
Bring all of your materials to class.
Keep your hands and feet to yourself.
Say only good things.
Raise your hand to address the class.

Generally ignoring students who fail to comply, while paying attention to those who do, will soon lead to a well-managed classroom. Activities and other rewards can also be earned by the class for following the rules.

Q:How effective is teacher training in North America?

Almost everyone is frustrated and angry by what is NOT happening in North America's public schools. Many blame the system, others blame the teachers. The quality of our graduates continues to deteriorate while the costs for educating them continue to increase. One of the critical factors at the core of the problem is the way in which teachers are given their professional training. Instructional methods which have been proven effective are typically excluded from the courses given in teacher training centres. The use of comparative research to find and apply the best methods is simply not an issue at Teachers' Colleges.

Top of page