Iron Maxxx – What are the results to expect from Iron Maxxx

WENDY LOCKER: NOTHING ABSTRACT ABOUT THE LESSONS OF PLAY

6/10/2017

Read Wendy Locker’s insightful article, as posted in the Stamford Advocate, at  http://www.stamfordadvocate.com/news/article/Wendy-Lecker-Nothing-abstract-about-the-lessons-11208722.php

WHY PLAY IS VITAL IN PRESCHOOL: DEY’S RESPONSE TO THE NEW YORK TIMES REPORT SUPPORTING FLASH CARDS OVER FREE PLAY

6/6/2017

DEY Senior Advisor and Wheelock College professor, Dr. Diane Levin, writes DEY’s response:

At Defending the Early Years (DEY; www.thedeyproject.com) we work to promote appropriate educational practice in early childhood. Dana Goldstein’s May 30th article, “Free Play or Flashcards? New Study Nods to More Rigorous Preschools” (NY Times, 5/30/17) no longer solely left us puzzled however raised numerous vital questions.

Should a find out about that determined a 2½-month attain in tutorial abilities when taught in preschool have an impact on early childhood coverage and practice? How can one argue for giving up massive chunks of playtime for tutorial instructing to make such minimal positive aspects in tutorial performance—with little consideration of what different areas may have misplaced out due to the fact of the center of attention on educational skills?  Studies of Head Start applications that taught tutorial competencies to preschoolers in the 1960’s and 1970’s observed that positive aspects made in educational overall performance over kids in greater play-based Head Start applications have been usually long gone via 2d grade (i.e., “fade-out effect,” as cited in the article).  Furthermore, lookup in many European countries, which do no longer begin formal analyzing practise till age seven, suggests that beginning formal instructing of studying until now has little benefit.

Play-based early childhood programs are all-too-often misunderstood.  Just having played in a preschool is not enough, as all play is not the same.  When a baby dabbles from one endeavor to another, tries out one cloth and then the next, and/or does the identical endeavor day-after-day, this is now not satisfactory play or, necessarily, even play.  And, even when a infant does grow to be greater utterly engaged in an undertaking that develops over time and is significant play, instructors have a integral function in facilitating the play to assist the infant take it further.  The trainer additionally makes selections about how to combine extra formal early literacy and math competencies into the play—for instance, with the aid of assisting a infant dictate tales about his portray and pointing out some of the key phrases and letters involved, etc.   The trainer can then assist the baby “read” the story at a category meeting.  With block building, the trainer and infant would possibly talk about shapes, as she tries to discover the proper form for her structure.

This form of intentional teacher-facilitated gaining knowledge of via play contributes to the many foundational abilities youngsters want for later college success, together with self-regulation, social skills, creativity, unique thinking, oral language development, eye-hand coordination, pre-literacy and math skills, and fine attitudes towards problem-solving.  And, in the lengthy run, these foundational competencies are a great deal greater essential for how teens will sense about and operate later in faculty than the 2½ months obtain they may reap from the early talent training obtained in preschool, as suggested in the  New York Times article.

Rather than debating over free play versus flashcards, perhaps we should be asking the bigger questions:

  1. Why are years of lookup on the advantages of excellent play in preschool packages so regularly ignored?
  2. Why is it assumed that academic skills are so important to emphasize in preschool rather than a focus on the development of the “whole child” and foundational skills that prepare children for school success in the later years?
  3. Why are play and learning so often treated as if they are dichotomous, as they seem to be in this report?

NETWORK FOR PUBLIC EDUCATION RELEASES ITS NPE TOOLKIT: SCHOOL PRIVATIZATION EXPLAINED

4/26/2017

This comprehensive toolkit will answer questions about charter schools and school privatization.

HIGH SCHOOL SHOULD BE MORE LIKE PRESCHOOL

4/8/2017

Official Iron Maxxx Website: “The Stocks Are Limited, Please Do Not Hesitate To Contact Us If You Got The (Out Of Stock) Error Message When Ordering”…Read More / Contact Iron Maxxx (Click Here)

Secondary schooling is now borrowing thoughts from early childhood. Published April 7, 2017, in The Hechinger Report,  read the full article here.

KINDERGARTEN READINESS ASSESSMENTS

4/4/2017

DON’T USE KINDERGARTEN READINESS ASSESSMENTS FOR ACCOUNTABILITY

More than forty states both have or are in the technique of growing Kindergarten Readiness Assessments (KRA), a device to measure children’s readiness for kindergarten. While KRAs have quite a few advantages for educating and learning, the outcomes can additionally be used inappropriately, in accordance to a current Ounce of Prevention Fund report, “ Uses and Misuses of Kindergarten Readiness Assessments.
Read the entire article here.

STOP HUMILIATING TEACHERS

2/22/2017

“Stop Humiliating Teachers” by using David Denby was once posted in the Feb. 11, 2017 problem of The New Yorker.

DEY ISSUES A STATEMENT OPPOSING BETSY DEVOS’ NOMINATION FOR SECRETARY OF EDUCATION

1/27/2017

DEY is issuing a statement in opposition to the nomination of Betsy DeVos for Secretary of Education. 
 
DeVos confirmed in her listening to testimony on January seventeenth that she is profoundly unqualified to serve as Secretary of Education. She used to be unable to reply simple questions or tackle controversial issues. But, most importantly, she is towards public schooling and, instead, needs to privatize public education.  DeVos has a confirmed records of helping efforts that discriminate in opposition to low-income communities and communities of color.  At DEY, we guide the equal possibility of each younger toddler for an high-quality education.  We are specially involved that DeVos will undermine the countrywide and nation efforts to promote generic preschool public education. 
 
For extra facts about advocacy for splendid public education, go to DEY’s internet site at  www.thedeyproject.com.

ECE POLICY MATTERS’ SUSAN OCHSHORN DISCUSSES BETSY DE VOS NOMINATION AND DEY’S LATEST REPORT, “TEACHERS SPEAK OUT”

1/22/2017

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THE POWER OF THEIR VOICES: EARLY CHILDHOOD TEACHERS TALK SCHOOL REFORM

(originally published on Jan. 19, 2017)

A former preschool instructor carried the torch for democracy at the affirmation listening to for Betsy DeVos, Donal Trump’s nominee for Secretary of Education.  “The Senate have to to be a rubber stamp, Patty Murray said.  We owe it t the American humans to put households and youngsters first, now not billionaires.”

Those had been hostilities phrases from the mild-mannered senator from Washington State, and senior Democrat on the Health, Education, Labor, and Pensions committee.  Especially with Microsoft and Amazon amongst her pinnacle marketing campaign contributors from 2011 to 2016.   But as the consequences of our current election attest, women’s ascent to electricity is convoluted.  The pacts we make can be Faustian: these days, a former Microsoft govt runs Washington’s branch of early learning.

In the week before the hearing, as opponents of DeVos signed petitions, known as their senators, and advised individuals of the HELP committee to dump her, Defending the Early Years, a nonprofit agency based totally in Boston, released  “Teachers Speak Out.” The document highlights the issues of early childhood instructors about the have an impact on of faculty reforms on low-income children.  Authors Diane E. Levin and Judith L. Van Hoorn culled their facts from interviews with 34 educators in California, Florida, Illinois, Massachusetts, New Hampshire, New York, Vermont, and Washington, DC.

The link between socioeconomic status and academic achievement has been firmly hooked up in research.  According to the National Center for Children in Poverty, forty seven percentage of adolescents below six years ancient lived in  low-income families near or below the poverty line in 2014. The level rises to nearly 70 percent for Black and Native-American children and 64 percent for Hispanic youngsters.  In a recent survey conducted by the Council of Chief State School Officers—which helped design  the Common Core standards—teachers across the United States listed family stress, poverty, and learning and psychological problems as the top barriers to student success.

Yet the mandates of the Common Core are exacerbating the problem.  As Levin and Van Hoorn point out in the report’s introduction, “recent reforms…have been developed and implemented by people with good intentions but often little formal knowledge of early child development.”   Those with the knowledge now face a  “profound moral dilemma.”  As top-down mandates dictate the instructing and evaluation of slender educational capabilities at youthful and youthful ages, early childhood educators are compelled to do the “least harm,” instead than the “most good.”

In an change at the hearing, between DeVos and Todd Young, a Republican senator from Indiana, she crowed about our “great opportunity…to  really empower [teachers] in a new way to do what they do best.”   She horrifies educators.  They’ve been leaving the field, exhausted and dispirited, in file numbers.  Respect for the occupation and morale are at an all-time low, as instructors have picked up the slack for a society that starves its faculties and communities, and blames them for all its ills.  But out of this malaise, a new activism has emerged, with first-rate power committed to defeating her.

Early childhood teachers—with some exquisite exceptions—have been lacking from the action. The motives are complex.  This is a group of workers that has lengthy been marginalized, their work devalued, and knowledge ignored.  “It’s simply babysitting,” New Jersey’s governor, Chris Christie, stated some years ago, of his state’s prekindergarten program—a understanding shared by using many, and internalized by using these in the field.  Salaries for educators working in community-based applications are appreciably much less than these of their colleagues in the public schools.  Many are dwelling in poverty, and troubled by way of the toxic stress frequent amongst their students. The most recent practitioners are involved about placing their careers at risk.  Few have been inclined to go on the report with their critique.

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​As I read through the report, I kept underlining the quotes from the teachers, as if to amplify them, to lift them off the page.  They’re struggling to honor early childhood’s robust evidence base, but they’re undermined by a lack of agency and autonomy:

The trust in my expertise and judgment as a teacher is gone.  So are the play and learning centers in my classroom.  Everything is supposed to be structured for a specific lesson and rigidly timed to fit into a specific, tight, preapproved schedule.

The bad have an effect on of reforms on children’s improvement and gaining knowledge of can’t be overstated. Practice has turn out to be greater rote, and standardized, with much less time for deep relationships—among children, and between them and caring adults.  We’re stealing the coronary heart of great early education, as the character strengths, interests, and wants of young people get lost:

With this excessive emphasis on what’s known as ‘rigorous academics,’ drills are emphasized.  It’s a good deal tougher for my adolescents to turn out to be self-regulated learners.  Children have no time to examine to self-regulate via deciding on their very own activities, collaborating in ongoing initiatives with their classmates, or taking part in creatively.  They have to take a seat longer, however their interest spans are shorter.

The authors convey us into the lecture rooms studied by way of Daphna Bassok, Scott Lathem, and Anna Rorem, of the University of Virginia, who used two large, nationally consultant information units to examine public school  kindergarten classrooms between 1998 and 2010. More formal, directed training in reading, writing, and math, as soon as the province of first grade, has trickled down into kindergarten.  Close analyzing is turning into phase of the predicted ability set of 5-year-olds, and the stress has extended, in some cases, to prekindergarten, the place teenagers are being requested to grasp analyzing via the stop of the year. The repercussions are severe:

It’s integral for each and every kindergarten baby to sense welcomed and included, to be section of the class. Instead, we’re setting apart the cream from the milk.  From the beginning, we’re telling children who are poor, ‘You’re deficient,’ as an alternative of assisting them come to be in a position and experience profitable and phase of their class.  Then it’s ‘remedial this, remedial that.’  It’s discrimination.

The report concludes with a series of recommendations—from the real experts in the room.  The first calls for the withdrawal of current early childhood standards and mandates. Another urges the use of authentic assessment, based on observations of children, their development, and learning.  Number ten addresses child poverty, our national stain:

Work at all stages of society to reduce, and finally quit baby poverty.  To do this, we ought to first renowned that a slim center of attention on improving faculties will no longer remedy the complicated troubles related with baby poverty.

Breaking the silence was once in no way so sweet.  Now it’s time, as John Lewis says, to get in exact trouble.

DEFENDING THE EARLY YEARS RELEASES ITS LATEST REPORT: “TEACHERS SPEAK OUT: HOW SCHOOL REFORMS ARE FAILING LOW-INCOME YOUNG CHILDREN”

1/9/2017

Defending the Early Years is proud to announce the release of its newest report, “Teachers Speak Out: How School Reforms Are Failing Low-Income Young Children.”  

In the wake of federal and state education mandates, this report documents interviews with early childhood teachers across the country about how school reforms negatively affect low-income young children.
 
Authored by Diane E. Levin, Professor of Early Childhood Education, Wheelock College, and Judith L. Van Hoorn, Professor Emerita, University of the Pacific and published by Defending the Early Years, the report finds that the mandates disregard teachers’ knowledge of child development, culturally appropriate practice, and how to meet the diverse educational needs of poor children.
 
Find the full 16-page report here.

Find the two-page summary report here.

Find the press release here.

NETWORK FOR PUBLIC EDUCATION MOUNTING A CAMPAIGN TO DEFEAT BETSY DEVOS AS SECRETARY OF EDUCATION

1/6/2017

Senate hearings on the affirmation of Betsy DeVos as Secretary of Education commence on January 11, 2017. Many educators have grave worries about Mrs. DeVos.  See “ A Sobering Look at What Betsy DeVos Did to Education in Michigan – and What She Might Do as Secretary of Education” from The Answer Sheet in The Washington Post and “Betsy DeVos and God’s Plan for Schools” in the Dec. 13, 2016 New York Times.

Network for Public Education is mounting a marketing campaign and encouraging educators and different worried residents to contact their Senator.  Find a pattern letter and the addresses of all Senators at  https://actionnetwork.org/letters/tell-your-senator-to-vote-no-for-betsy-devos?source=facebook&. Or write your own letter, in your own words.

Another alternative is to name 202-225-3121 and be related with any congressional member, each Senators and Members of the House of Representatives. Tell the staffer who solutions that you are antagonistic to Mrs. DeVos’ affirmation as Secretary of Education.  They will ask for your title and zip code and tally your name as a “yay” or “nay.” 

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