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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) now not solely left us puzzled however raised quite a few necessary questions.

Should a learn about that determined a 2½-month acquire in educational competencies when taught in preschool impact early childhood coverage and practice? How can one argue for giving up massive chunks of playtime for tutorial instructing to make such minimal beneficial properties in tutorial performance—with little consideration of what different areas may have misplaced out due to the fact of the focal point on educational skills?  Studies of Head Start applications that taught tutorial competencies to preschoolers in the 1960’s and 1970’s observed that positive factors made in educational overall performance over youth in greater play-based Head Start applications had been usually long gone by using 2d grade (i.e., “fade-out effect,” as noted in the article).  Furthermore, lookup in many European countries, which do now not begin formal analyzing training till age seven, suggests that beginning formal instructing of studying beforehand has little benefit.

Play-based early childhood packages are all-too-often misunderstood.  Just having performed in a preschool is no longer enough, as  all play is not the same.  When a child dabbles from one activity to another, tries out one material and then the next, and/or does the same activity day-after-day, this is not quality play or, necessarily, even play.  And, even when a child does become more fully engaged in an activity that develops over time and is meaningful play, teachers have a vital role in facilitating the play to help the child take it further.  The teacher also makes decisions about how to integrate more formal early literacy and math skills into the play—for instance, by helping a child dictate stories about his painting and pointing out some of the keywords and letters involved, etc.   The teacher can then help the child “read” the story at a class meeting.  With block building, the teacher and child might discuss shapes, as she tries to find the right shape for her structure.

This form of intentional teacher-facilitated gaining knowledge of thru play contributes to the many foundational capabilities youngsters want for later college success, which includes self-regulation, social skills, creativity, authentic 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 abilities are a whole lot greater essential for how kids will sense about and operate later in faculty than the 2½ months achieve they would possibly attain from the early talent education obtained in preschool, as pronounced 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 first-rate play in preschool applications so frequently ignored?
  2. Why is it assumed that educational capabilities are so vital to emphasize in preschool as a substitute than a center of attention on the improvement of the “whole child” and foundational competencies that put together kids for faculty 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 reply questions about constitution colleges and faculty privatization.

HIGH SCHOOL SHOULD BE MORE LIKE PRESCHOOL

4/8/2017

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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 manner of growing Kindergarten Readiness Assessments (KRA), a device to measure children’s readiness for kindergarten. While KRAs have quite a few advantages for instructing and learning, the effects can additionally be used inappropriately, in accordance to a latest 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 way of David Denby used to be posted in the Feb. 11, 2017 difficulty of The New Yorker.

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

1/27/2017

DEY is issuing a announcement in opposition to the nomination of Betsy DeVos for Secretary of Education. 
 
DeVos showed in her hearing testimony on January 17th that she is profoundly unqualified to serve as Secretary of Education. She was unable to answer basic questions or address controversial issues. But, most importantly, she is against public education and, instead, wants to privatize public education.  DeVos has a proven history of supporting efforts that discriminate against low-income communities and communities of color.  At DEY, we support the equal opportunity of every young child for an excellent education.  We are especially concerned that DeVos will undermine the national and state efforts to promote universal preschool public education. 
 
For greater data 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 teacher carried the torch for democracy at the confirmation hearing for Betsy DeVos, Donal Trump’s nominee for Secretary of Education.  “The Senate should to be a rubber stamp, Patty Murray said.  We owe it t the American people to put families and children first, not billionaires.”

Those were fighting words from the mild-mannered senator from Washington State, and senior Democrat on the Health, Education, Labor, and Pensions committee.  Especially with Microsoft and Amazon among her top campaign contributors from 2011 to 2016.   But as the results of our recent election attest, women’s ascent to power is convoluted.  The pacts we make can be Faustian: these days, a former Microsoft executive runs Washington’s department of early learning.

In the week before the hearing, as opponents of DeVos signed petitions, called their senators, and entreated members of the HELP committee to dump her, Defending the Early Years, a nonprofit organization based in Boston, released “Teachers Speak Out.” The file highlights the issues of early childhood instructors about the have an effect on of college reforms on low-income children.  Authors Diane E. Levin and Judith L. Van Hoorn culled their records 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 established in research.  According to the National Center for Children in Poverty, 47 percent of children under six years old 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 understanding now face a  “profound moral dilemma.”  As top-down mandates dictate the instructing and evaluation of slim tutorial capabilities at youthful and youthful ages, early childhood educators are pressured to do the “least harm,” as a substitute than the “most good.”

In an alternate 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 record numbers.  Respect for the profession and morale are at an all-time low, as teachers have picked up the slack for a society that starves its schools and communities, and blames them for all its ills.  But out of this malaise, a new activism has emerged, with great energy dedicated to defeating her.

Early childhood teachers—with some top notch exceptions—have been lacking from the action. The motives are complex.  This is a staff 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 appreciation shared with the aid of many, and internalized by means of these in the field.  Salaries for educators working in community-based packages are appreciably much less than these of their colleagues in the public schools.  Many are residing in poverty, and bothered by way of the poisonous stress frequent amongst their students. The latest practitioners are concerned about placing their careers at risk.  Few have been inclined to go on the document with their critique.

​As I study via the report, I saved underlining the costs from the teachers, as if to extend them, to carry them off the page.  They’re struggling to honor early childhood’s sturdy proof base, however they’re undermined via a lack of enterprise and autonomy:

The have faith in my understanding and judgment as a instructor is gone.  So are the play and studying facilities in my classroom.  Everything is supposed to be structured for a precise lesson and rigidly timed to in shape into a specific, tight, preapproved schedule.

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The bad influence of reforms on children’s improvement and gaining knowledge of can’t be overstated. Practice has come 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 incredible early education, as the person strengths, interests, and wants of teenagers get lost:

With this extreme emphasis on what’s called ‘rigorous academics,’ drills are emphasized.  It’s much harder for my children to become self-regulated learners.  Children have no time to learn to self-regulate by choosing their own activities, participating in ongoing projects with their classmates, or playing creatively.  They have to sit longer, but their attention spans are shorter.

The authors bring us into the classrooms studied by Daphna Bassok, Scott Lathem, and Anna Rorem, of the University of Virginia, who used two large, nationally representative data sets to compare public school kindergarten classrooms between 1998 and 2010. More formal, directed coaching in reading, writing, and math, as soon as the province of first grade, has trickled down into kindergarten.  Close studying is turning into section of the predicted ability set of 5-year-olds, and the strain has extended, in some cases, to prekindergarten, the place teens are being requested to grasp studying through the give up of the year. The repercussions are severe:

It’s imperative for each and every kindergarten toddler to experience welcomed and included, to be phase of the class. Instead, we’re isolating the cream from the milk.  From the beginning, we’re telling children who are poor, ‘You’re deficient,’ alternatively of supporting them turn out to be capable and sense profitable and section 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 levels of society to reduce, and ultimately end child poverty.  To do this, we must first acknowledge that a narrow focus on improving schools will not solve the complex problems associated with child poverty.

Breaking the silence was never so sweet.  Now it’s time, as John Lewis says, to get in good 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 confirmation of Betsy DeVos as Secretary of Education begin on January 11, 2017. Many educators have grave concerns 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 involved 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 hostile to Mrs. DeVos’ affirmation as Secretary of Education.  They will ask for your identify and zip code and tally your name as a “yay” or “nay.” 

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