Статья "Could Tutoring be the best tool for fighting learning loss" by Anna Nordberg

I analysed an article entitled "Could Tutoring Be the Best Tool for Fighting Learning Loss?"

Mitchell made high-dose small-group schooling one of the most powerful interventions in the public education system, and a large number of studies show benefits such as higher graduation rates, reduced absenteeism and the ability to close the six-month learning gap. A study by the University of Chicago's Saga Education model shows an even greater potential effect: the ability to reduce the maths gap to two-and-a-half years in a single academic year. The national report card results "show historic failures in schooling that the president is sounding the alarm about," said Maureen Tracy-Money, special assistant to the president for education policy. Face-to-face education is expensive, requiring close coordination with the classroom and a large number of tutors. Matthew Craft, adjunct professor of education and economics at Brown University and co-author of a paper on how to create a national tutoring program, said that in more than a decade of research he has yet to see much evidence "as broad and compelling as the evidence of high-cost, intensive long-term learning" in public schools. Alan Safran, chief executive and co-founder of Saga Education, which has provided training guidance to the education department and is Ms In addition, students need to meet with the same trained teacher consistently in groups of two or three two to three times a week. He cites a price tag of $3 billion a year and says that between federal funding of Title 1 for the neediest students and the American Rescue Plan, he thinks it's possible. "The most important thing is not to distribute the money too thinly," says Nate Hilger, author of The Parent Trap and an economist who specializes in family policy. One of the most relevant and potentially transformative areas for research is online tutoring, which can greatly expand the range of trained teachers available to schools. At Uplift Gradus Preparatory, a public charter school in Desoto, Texas, Trish Cook saw her fourth-grade students make significant gains in maths last year through the Intervention K-12 online tutoring program. "These were experienced teachers, it was clear they had some educational and leadership experience, and they were able to get these kids up to speed.

Эссе "Education today is not a bed of roses"

Times are changing, views on school are changing. ... But despite the changes, I can say with certainty that education is always and everywhere needed. And it should not rest on its laurels, but only go forward. A step backwards - never.

The fate of man depends on the level of education. The fate of a person. ... What kind of person will graduate, will he or she choose the right profession, will he or she be successful in life? Teachers control the destiny of many. The leader has a double responsibility, because he is entrusted with educating people who are ready to face the vicissitudes of fate, who are ready for adulthood.

More than ever, quality is at the forefront of education. The quality of learning, the quality of education, the quality of teaching.

Yes, significant changes are taking place in education. Modernisation is underway. The school is undergoing major changes now. Initiated by the process of modernization of education, new innovations have fallen on teachers - the Uniform State Exam, changes in the content of education, etc. But any change planned for the school faces resistance from members of the teaching staff. People are afraid of change. Resistance to new things is inherent in human nature. It turns out that overcoming the resistance of subordinates is the true content of the managerial activity.

The administration used to be a conduit for standards and regulatory guidance. The initiative of the teaching staff was minimal. The administration is almost passive to innovations from below, which corresponds to the principles of rigid centralisation characteristic of the Soviet period of society development. At the present stage in the democratization of society, the system of management is increasingly acquiring a state-public character, which is enshrined in the Law on Education. Councils of educational institutions are established everywhere, which should provide feedback to teachers, students and parents and the administration, correcting its decisions taking into account the trends of self-organization in the educational space. However, only at first glance, this scheme ensures that internal and external social attitudes and trends are taken into account. It is a delayed management system. Adjustments are often made by trial and error and finding the best option is hopelessly behind the already changed living conditions. This system of successive, slow search for optimal solutions is ineffective in today's environment.

The administration should no longer be a passive, waiting participant in the innovation chain, performing only a "stimulus-response" function.

The processes of self-organisation in the

We will achieve better results through self-organization processes in the educational space towards a qualitatively new development of the educational programme. The implementation of anticipatory, innovative administrative management makes it possible to create an educational space with high adaptive properties and high speed of response to the challenges of rapidly changing social conditions. Moreover, this system, to a great extent modeling the very social environment of the modern world, influences its development, because education, more than any other sphere, represents the future in the present.

My thoughts are as follows: it used to be easier to work. Teachers were engaged in teaching and upbringing of children, i.e. with their direct duties. Now they are busy with paperwork. Teachers are overloaded with various cases. If you have documentation in order, everything is fine, but in the end the pupil suffers. He misses out on knowledge because the teacher is busy writing all the time and gets tired. Teachers have no opportunity to improve their health, their nerves. They say that in the past you could also improve your health during in-service training. We should revive this. And the atmosphere in the school is tense, there is no stability. (This is due to optimisation).

Without taking into account teachers' experiences and their opinions, more and more experiments are being introduced. I am in favor of innovations, but I think that innovations should undergo serious expert evaluation and provide higher quality

of educational services and social protection of the child from experimentation. We need parents to have a voice in the choice of technology.

We use the Internet and that's great, but excessive computer use is detrimental to health. Teachers and students now do not read enough books and are outdoors less. We all miss live communication. Everyone is busy, everyone is in a hurry to get somewhere.

Not enough attention is paid to education. Today's pupils are nervous because the demands are high. I think the welfare of children depends on the wisdom and patience of the teacher. Teachers together with families protect children from adversity and shape them as individuals.

Every educational institution has certain values, norms, rules and traditions. It is well known that the style of leadership implemented by a manager can encourage creative activity of subordinates, contribute to the formation of a psychological climate in the team, which is beneficial for innovative activity, or, on the contrary, can generate passivity. The teacher is subordinated to the headmaster. Much depends on his character, his outlook and his talent. It is a pleasure to work under the guidance of a competent, skilful person who understands your problems and supports your work.

A teacher's work benefits from a friendly atmosphere in the team. Conflict is detrimental to the work.

Even though I don't work as a teacher, I still respect their work, their patience. I think that you cannot achieve the best quality in your work without loving children and your students. I hope my knowledge of psychology will help me to live and work.

"To Improve students' Mental health, Schools Take a Team Approach" by Laura van Straten

Since the pandemic, interest in programs like Crew has exploded as educators attempt to shore up against a deluge of mental health problems among American adolescents."The news we have heard from both school leaders and district leaders has been that they have never seen this level of emotional stress in kids," said Ron Berger a co-founder of EL Education, a nonprofit that developed Crew."So many school leaders have said to me, 'I never had ambulances coming to my school for mental health crises. Berger, who taught in public schools for 28 years and wrote the book on Crew, said that before the pandemic, about 45,000 students in 150 schools nationwide were participating in Crew. Doren, who came to the district in 2011 from a public school in East Williamsburg in Brooklyn."When I came on, we had homeroom, which was a five-minute period to do attendance," he said. Edson sat in a circle with his crew of eighth graders, the talk was of community."To know that you are not alone is so important," he said, looking around the room. Because of that, Keely said she felt her crew was "deeply bonded," leaving her with the belief that "it is 100 percent OK to be open and transparent about what has happened to you and it is not shameful". In Arizona, at the start of this school year, Pam Betten brought Crew to all five of the middle schools she oversees as chief academic officer of the Sunnyside Unified School District in Tucson."Crew is about 'what can we do, as educators, to help provide structured opportunities and structured occasions for students to learn about, develop and try out skills?'" she said, "whereas mental health services activate another level of outside resources, like counselors, social workers and outside agencies" where people train for years to help young people and their families. This semester, 1,650 about 70 percent of sixth through eighth graders are participating in Crew.(At two of the five middle schools in Sunnyside, participation for every teacher and every student is mandatory four times a week; the other three schools are piloting Crew as an elective). She and other school leaders have both witnessed and heard anecdotally from teachers that the students are embracing the values and protocols of Crew to "be vulnerable, listen, talk and dialogue back and forth". During the pandemic, she said, "we have fared a lot better than similar schools because we had the structure of Crew already in place". In Portland, Maine, which offers asylum for refugees, King Middle School's principal Caitlin LeClair said she felt her students many from countries in conflict were in such distress during the pandemic that she boosted Crew from once to thrice daily, and has kept it there since."Now Crew is not just part of our schedule, it's an integral way of how we function as a school," Ms. The main complaint was that students could not opt out of any Crew activities."It was like jail," a student named Logan said. But the two students who gave Crew overall marks of 5 and 6 made a point to give a 9 to the people in their own crews, underscoring that the program nevertheless seemed to have created bonds among the students.