text:
BCP/Rhododendron prinophyllum/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * --SB_Johnny | talk 10:17, 12 May 2008 (UTC)

title: BCP/Rhododendron prinophyllum/Logs


text:
Template:Bcp-logs

This page contains recent bloom logs for BCP/. If you saw this plant blooming today (or sometime within the last 3 days), you can help improve the bloom clock by logging it. Just click on "edit" next to the Recent Logs heading, add *~ (an asterisk followed by four tildes) on a new line just below the last signature, and then click "save page". This will add your signature and the date to log the plant.

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license: Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/

title: Template:Bcp-logs


text:
Brezhoneg Pevar/Lesson 4

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The Preterite Tense
For definitions, see Brezhoneg Daoù/Lesson 3

Self training
Now, you have seen how its done.

Take the verbs from Brezhoneg Daoù/Lesson 1 and write them down if you havent already.

Now change them into their Preterite tense and Future tense.

Now underneath, make some sentences up , for each verb. EG. Me a zo er skol o teskiñ kembraeg (I learn welsh in school). Me a vo er skol evid teskiñ kembraeg (I will learn welsh in school).

Quiz
Go to the quiz

 * }

title: Brezhoneg Pevar/Lesson 4


text:
BCP/Rhododendron 'Hershey's Red'

Rhododendron 'Hershey's Red'

title: BCP/Rhododendron 'Hershey's Red'


text:
BCP/Rhododendron 'Hershey's Red'/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * --SB_Johnny | talk 11:21, 12 May 2008 (UTC)
 * --SB_Johnny | talk 18:40, 20 May 2008 (UTC)
 * --SB_Johnny | talk 22:55, 22 May 2008 (UTC)
 * --SB_Johnny | talk 10:37, 27 May 2008 (UTC)

title: BCP/Rhododendron 'Hershey's Red'/Logs


text:
BCP/Rhododendron calendulaceum

Rhododendron calendulaceum

title: BCP/Rhododendron calendulaceum


text:
BCP/Rhododendron calendulaceum/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * --SB_Johnny | talk 11:27, 12 May 2008 (UTC)

title: BCP/Rhododendron calendulaceum/Logs


text:
User talk:JP~enwikiversity

 Hello JP, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Jtneill - Talk 11:25, 12 May 2008 (UTC)

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called JP. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name JP~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:34, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:11, 19 April 2015 (UTC)

title: User talk:JP~enwikiversity


text:
Template:Bloom clock plant bottom-test

This template is used for adding identification characteristics on Bloom Clock Profiles. The data collected on this template adds categories which are used to create dichotomous keys.

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title: Template:Bloom clock plant bottom-test


text:
Assistant teacher course/Teachers' handbook/Pedagogy

—Education in America - A View from Sudbury Valley, Daniel A. Greenberg

Lack of legitimacy
The assistant teachers will have started a training handbook during the course, which also defines the policies governing the assistant teacher effort, including qualification procedures for assistant teachers. The book is obviously not an official school policy, isn't finished and the assistant teachers can add to it what they want, which makes it obvious that it lacks legitimacy. The challenge for the assistant teachers is to make this a responsible and appropriate procedure until the pupils take control of their own educational policies or until a sufficient number of assistant teachers of the grade give it legitimacy.

Teachers can allow the assistant teachers to organize their effort themselves but should be prepared to interfere and help along if the assistant teachers did not accept the challenge in time. A class teacher could, for instance, reserve the right to participate in meetings of the editorial staff of the book and monitor the progress of the effort. The assistant teachers should notice that a meeting of the editorial staff had no authority to ratify the document and that a more formal procedure was necessary. Towards pupils teachers could take the position that the assistant teachers were making a valuable contribution but that the pupils had the right to demand participation.

The rationale for the somewhat chaotic approach is that assistant teachers and pupils both receive motivation to take an interest in overseeing their own education and to become politically active. While the assistant teachers put the pupils into a situation that needs to be rectified they find themselves also in a situation that demands attention. The educational goals are citizenship education, self-management skills, conflict resolution skills and soft skills. While anarchy in general is only the best form of society to require good citizenship but not to cause it this special case of anarchy can do both, demand good citizenship and bring it about.

Individual psychology
The term mistaken goals was used by Rudolf Dreikurs to refer to the four goals power, attention, revenge and avoidance of failure, which he identified as four common motivations for misbehavior of pre-adolescents. The goals are called mistaken goals because the child doesn't actually achieve exactly what it really wants, unless the educator understands the psychology of the situation.

The course kess-erziehen assigns needs to each of the four mistaken goals:

An assistant teacher effort can help to address these needs, in some cases for the pupils and in some cases for the assistant teachers.

Psychological effects
—On education (Über Pädagogik), Immanuel Kant Having to attend school and to be attentive has the potential to cause an attitude bordering on learned helplessness in pupils. Assistant teachers can make the attention of a teacher (which is a scarce resource in a class room) available to more pupils, which can help to lessen disinterest and resulting boredom but also has the potential to make the pupils less free in their choice of behavior in the class room, which is not necessarily a good thing.

Assistant teachers should understand this and restrict their interventions accordingly: A high tolerance for an initial intervention can allow the pupils to feel free in minor disturbances. A pupil with a tendency for repeated disturbances or major disturbances should receive the direct attention of an assistant teacher for a while and should also be invited to participate or to work. The assistant teacher should approach the pupil in a friendly manner and, for instance, demand to see the homework. A muted discussion about the homework of the pupil or the topic of the lesson can help to direct the interest of the pupil to the subject matter. A psychological effect is that a pupil may find the attention of an assistant teacher desirable. The effect can be lessened somewhat if the assistant teacher can be expected to request the homework.

The psychological goal is to make the unscheduled attention of an assistant teacher appear undesirable enough but at the same time allow it to capture the attention of the pupil and to increase the interest for the lesson.

Escorting a pupil to the back of the room or even outside the class should only happen as an exception or for pupils with a track record of disturbances. (Ability grouping@undefined can be another reason for sending pupils to different places but this should be clearly distinguished.)

Time slots for open learning can be used to counter-balance the more focused work of the pupils in regular lessons. For the assistant teachers the assistant teacher office should allow them greater freedoms and more time for self-motivated work at other times (e.g. in an advanced course or for library work).

Assistant teachers can be allowed to leave their own class for library work or other work in subjects where they have, for instance, A or B grades after consulting with the subject teacher if their presence is required for a lesson. The self-chosen work should be documented in a learning diary in this case but doesn't have to be related to the subject (e.g. reading a Scientific American or Technology Review article should suffice; the learning diary should be made available to the mentor in digital form). A teacher can also decide to allow only assistant teachers with A grades to skip a lesson, if the lesson develops the subject matter further but not sufficiently to be important for pupils with A grades. A more formal variant can be a reduced course@undefined. The psychological effect for the assistant teachers is to feel more in control of their own educational goals and time management.

In terms of big-fish-little-pond effect and assimilation effect the less good pupils in a class can receive additional motivation through the occasional absence of their more proficient peers but can receive at the same time the additional motivation of a higher level of proficiency in their social environment.

—Democracy and Education, John Dewey The higher level of proficiency of the assistant teachers should not contribute to either effect because the assistant teachers aren't competitors for the attention of a teacher, they multiply the attention of a teacher. The presence of highly proficient and benevolent adolescents in the class may also help to promote independence from either effect by providing a superior role model.

Effects of autonomy
A certain degree of autonomy of an assistant teacher effort has several beneficial effects, besides training self-management skills and democratic skills. The assistant teachers' self image is very likely to be that of a learning community, because no other self-conception is more appropriate for a group of pupils in the role of teachers. Autonomy is likely to increase the perception that the goal is a self-imposed goal of the community (not necessarily of the individual), which should be beneficial for the community. Autonomy has the effect to enhance the role model of assistant teachers: Pupils may strive for more independence but find it outside their reach for what appears to a young pupil a very long time but the assistant teachers have successfully established greater independence, consequently the assistant teacher role model can appear even more desirable. The self image could be seen as the view "You learn for your own benefit", phrased in a way pupils can conveniently understand, because the consequences of being an assistant teacher are immediately obvious. For the same reason the psychological effect of disqualification can be that of a more accessible reprimand.

Autonomy can reduce potential reactance against learning itself, on the other hand disqualification could be expected to introduce reactance against the removal of personal freedoms which had already been granted. A pupil or group of pupils who face disqualification might disagree with the decision and should be allowed to challenge the decision and to appeal against the decision, not primarily to reduce psychological reactance but as a part of citizenship education. Even after valid disqualification a pupil should be able to easily understand the means to reestablish his personal freedoms. A pupil-defined qualification process after disqualification can further lessen possible reactance against the process and promote citizenship education.

An aspect of autonomy can be the creation of a voluntary higher standard the pupils can aspire to in the seeming anarchy left behind by their teachers. This voluntary higher standard motivates higher-order volitions.

Teaching with assistant teachers
A teacher must be able to rely on assistant teachers. This requires that a teacher must be willing to trust the behavior of an assistant teacher and that the teacher must be able to show trust in the behavior of an assistant teacher. An example could be that an assistant teacher who spent ten minutes in muted discussion with a pupil and then decided to leave the class room with the pupil to discuss something outside should not be stopped in front of the class. Teacher and assistant teacher are educators and should not question each other's authority without necessity. The correct behavior is to inquire about the issue after the lesson or even to make an appointment, if you see more need for discussion. In a difficult situation or as a general rule one can send a second assistant teacher outside to help along. A good scheme may be to call all assistant teachers to the teacher's desk (or to the back of the room, where pupils do not disturb the meeting) when the pupils are leaving the class room and to make a quick assessment if everything went well or if anything required further attention, as, for instance, a written report from an assistant teacher. An unreliable assistant teacher should be disqualified according to the rules for disqualification the assistant teachers have given themselves. Teachers can demand a much more disciplined and cooperative behavior from an assistant teacher on duty than from the average pupil. This is in part what makes the assistant teacher office a means of training soft skills.

Allowing assistant teachers to handle problems
Assistant teachers can help to reduce stress for a teacher in a class full of young pupils. While this is convenient for the teacher it is also important for the assistant teachers to be allowed to take care of problems. If the teacher remains the central authority in the class room the assistant teachers are much less motivated to learn to accept the shared responsibility for the class. A good strategy for the class teacher is to intervene late and to delegate authority immediately. The assistant teachers should, for instance, react to a request for silence by addressing individual pupils, who appeared to not have heard the request, and allowing the teacher to continue without any need to address pupils directly. The assistant teachers should, of course, aim to be as silent as possible themselves and should address noisy pupils anyway, without a request by the teacher.

If the assistant teachers are still inefficient in accomplishing this a good strategy for the teacher can be to make notes about incidents that need to be handled differently during the lesson but to instruct the assistant teachers afterwards. Educating the assistant teachers during the lesson is not a good strategy, because the pupils get involved into a topic they aren't meant to understand yet and the teacher undermines the authority of the assistant teachers. A positive side-effect is that assistant teachers are motivated to analyze their own behavior, because a reprimand may not be given until after the lesson and even later, if an assistant teacher fails to meet the demands of the office.

Creative group work
—Democracy and Education, John Dewey

The preparation of a lesson should allow the assistant teachers to participate in creative group work because creative group work can be enjoyable and allows to train teamwork skills. Preparing a lesson in creative group work, however, is likely to require preparation itself, so the work of the teacher may seem to have multiplied. A school should, of course, allow to allocate sufficient time for preparatory work but preparatory work can also be delegated to book authors and head tutors, if individual planning for a lesson is required. As a teacher you can reduce your own work to preparation that really requires the attention of an expert. The first problem to be solved by a teacher is to determine whether a lesson has the potential to be prepared in group work or not. In a school that has arranged for sufficient preparation time to be available it may be tempting to make use of that time even when there is actually not enough work to be done, consequently a head tutor should have the authority to declare that a preparation lesson was not required. Learning material that is meant to aid in the preparation of a lesson by assistant teachers can be graded like any other homework, whether the material is a book project or a contribution to an individual lesson plan for single use.

Grading with assistant teachers
Assistant teachers should be given some way to contribute to the grading of "their" pupils. Helping the subject or class teacher to determine the grades of pupils gives the office of assistant teacher more purpose and increases the seriousness and importance. Many tasks and observations made by an assistant teacher become more meaningful through the goal to grade the pupils.

On the other hand assistant teachers cannot be given too much influence on a grade because they may not be sufficiently qualified. A good compromise between purpose and limited influence is to ask assistant teachers to hand in a written report for each pupil. The assistant teachers should also be given opportunity to discuss their views in a grading conference. Discussing the reports allows the teacher to learn something about the views and social behavior of the assistant teachers in a responsible situation. The assistant teachers can also receive grades for their reports.


text:
Assistant teacher course/Teachers' handbook/Classroom management

Sports
Assistant teachers in sports have more time to be pedagogues than their sports teachers and can participate in team sports as members of the team. Assistant teachers can captain teams in team sports and thereby bring pedagogical goals into the cooperation within a team. For the assistant teacher the outcome of the game should be secondary and the primary goal should be to be a good teacher.

If the assistant teachers are familiar with the class they can keep track of good and bad team players and mirror the behavior of players on occasion. A team captain who boycotts bad team players occasionally can make a contribution for the pupils to understand the value of good team play. Another method can be to suspend selected team play rules of a game for all players. In soccer that could, for instance, mean that all players should remain in ball possession as long as possible and should not pass the ball on. One could imagine that this could turn soccer into something more resembling American football (consequently American football would be the attempt to teach the necessity of collectively intelligent action during soccer).

Assistant teachers should use explicit references to the categorical imperative in team briefings where appropriate and can phrase a team philosophy or code of conduct for their teams. A team captain is a positive role model that is easily accessible for a large group of pupils and which can even have a beneficial effect for assistant teachers in other subjects by increasing the respect for the assistant teacher office.

As a sports teacher you should make sure that assistant teachers who captain a team have the subject-specific knowledge and fitness to be acceptable as team captains. An assistant teacher who is several years older than his pupils should easily qualify as a captain but unqualified assistant teachers can also easily spoil the positive effect.

Further training in school
The initial group of assistant teachers will require further training in relation to local school policy and expectations of the teachers in their school. The group will also require instruction what has to be added to their training handbook to make their training compliant with local school policy. For the wireless classroom@undefined assistant teachers might require training for school-specific software use. It is recommended to reserve several hours only with the assistant teachers for this purpose at the beginning of the semester and to allow for consultation hours for assistant teachers during the semester. Consultation hours can also take the form of a class council for assistant teachers (assistant teacher council) for all assistant teachers of a grade and with voluntary attendance. An assistant teacher council should not have any authority but work purely as an advisory committee and allow assistant teacher groups to make their own decisions.

Class council
—On education (Über Pädagogik), Immanuel Kant Where a class council should have the authority to direct the assistant teachers and where not is an important decision. The assistant teachers should have made some intentional mistakes, which are suboptimal of faulty choices in the design of their assistant teacher effort. If a single class council can order the assistant teachers to fix those mistakes that may be too easy to be educational. It is more educational if the pupils have to form a grade council or participate in the student council of their school in order to be able to take control. This can, for instance, require voluntary work outside school and an election campaign.

On the other hand a class council should have some authority so the pupils can begin their reform in the class council. A class council could, for instance, have the authority to recommend pupils as assistant teachers, to demand reports from the assistant teachers to the class council about the work of the assistant teachers and to ratify an initial charter prior to the election of a grade council, granting authority to the grade council.

Making it work
— The making it work section is meant to promote the attitute to want to make an assistant teacher program work and to help along with the necessary preparations. It appears easy to allow an assistant teacher effort to fail because planning, monitoring and cooperation are critical for a successful implementation. Private schools may have a slight advantage here because they can select teachers dedicated to being successful and may have more options to motivate teachers. At the same time being able to select teachers can constitute a segregation from other schools which should be seen to entail the moral obligation to help other schools (e.g. by providing mentors to neighboring schools, especially in countries like Germany where the tripartite system sorts pupils into college preparatory track, standard track and basic track, most often already in grade five, and usually into different schools, which has been critized by the Special Rapporteur of the United Nations Commission on Human Rights on the right to education in 2006 ).

Initial effect
An initial effect is contrary to the desired effect: The pupils are likely to be more excited initially, because of the presence of the assistant teachers. The attention of the older pupils can hold a certain fascination for this age group and there is more potential for mischief during the lesson. The initial excitement should wear off after a few days, when the pupils get used to the situation. If young pupils are supervised by assistant teachers from the outset the effect can be lost in the excitement of the new school environment and the assistant teachers can introduce the pupils to their new school, which also helps to form friendly relationships between pupils and assistant teachers.

Disqualification
The response to difficult assistant teachers can always be a demand for further training. Disqualifying assistant teachers should not be a difficult decision; a teacher has the moral obligation to take care of the education of the pupils, an assistant teacher who is in the way of that goal has to be removed from office. This is both a convenient stance for teachers and good education for the assistant teachers: A single assistant teacher cannot demand to be more important than the education of a whole class, consequently the assistant teacher cannot be allowed to cause major problems.

One could see disqualification of assistant teachers as the beneficial amplification of a problem teachers may occasionally undervalue (possibly especially in the German tripartite system, where changing the track is likely to mean changing the school): The benefit of the underperforming pupil may be more visible than the possible disadvantages to other pupils if an underperforming pupil remains, which could be attributed to irrational escalation, omission bias and framing: disregarding effects of the individual on the group when the focus of attention is the individual. Disqualification of assistant teachers and by assistant teachers makes this problem accessible for pupils, including the moral responsibility of disqualification.

Further training
The demand for further training can take different forms, disqualification only being the hardest reprimand. A teacher can also demand further training with or without interruption of assistant teacher duty and until the next lesson or without a time limit. The available modalities may depend on what the assistant teachers have decided to offer.

A softer form of reprimand can also be a probationary period during which the assistant teacher cannot allow another vote for disqualification by a teacher without losing his office. A grade council or assistant teacher meritocracy may demand a veto against votes for disqualification.

Number of assistant teachers per class
An average class with less than thirty pupils should usually not require more than four assistant teachers. A larger or more difficult class might require six or eight assistant teachers, depending on the class and the teacher.

Partitioning
Assistant teachers can be assigned their own group of pupils so that every assistant teacher knows exactly whom to supervise. If the assistant teacher of a group is in front of the class teaching, the teacher can supervise the group of this assistant teacher for a while.

In as far as possible assistant teachers should supervise consistent groups of pupils, so that pupils and assistant teachers can get used to each other. Qualification and disqualification of assistant teachers is likely to cause enough changes to assignments without further disturbances.

Supervision
Supervision should include asking pupils to show their homework, supervising group work, asking pupils to pay attention or leaving the class with a pupil to discuss disturbing behavior or the problems that may cause disturbing behavior outside the class. Supervision can also include muted discussions about the topic of the lesson and escorting pupils to the back of the class room for direct supervision by a single assistant teacher.

Communication
The communication between teacher and assistant teachers should be limited during the lesson. The purpose of the assistant teachers is to reduce the work load of the teacher, not to cause more work. If the class gets too noisy the teacher can demand silence, which should cause the assistant teachers to monitor their assigned groups more closely. The teacher should not have to address individual pupils or assistant teachers; in fact he shouldn't even have to stop in oder to pick anybody out.

Assistant teachers should not engage in loud dispute in the class. If a single pupil insists on being noisy the responsible assistant teacher should escort the pupil to the back of the room or outside the class. Outside the class the assistant teacher can find out what the problem is, if there is any problem, or try to calm down the pupil.

Community
Bernhard Bueb, from his view as an earlier head teacher of a residential school, recommends that teachers should get to know their pupils outside the class room. While this may be a good recommendation for adult teachers it applies to assistant teachers even more so. Assistant teachers might sometimes have the problem of not being accepted by their pupils as schoolfellows, if they appear to have too much authority or are too much involved in the teacher role. Assistant teachers can counterbalance the effect by actively joining their pupils in the schoolyard occasionally to talk with them outside the class room or to play some games with them. An adolescent who always assumes a position of authority may invite pupils much more to play tricks on him than an older pupil who becomes an accessible peer outside the class room. Schools can support this by providing material (e.g. balls) specifically to assistant teachers for the purpose of playing with younger pupils. An assistant teacher who exercises authority outside the class room (e.g. like a prefect) could consequently be seen as an anti-pattern, with the possible exception of the most senior pupils (e.g. mentors), who should be better qualified to exercise a certain authority in the absence of a teacher.

An assistant teacher who does not exercise authority outside the class room may be confronted with loyalty problems in the schoolyard: If pupils copy homework on the schoolyard, what should the assistant teacher do? The assistant teacher should not actively look for misconduct and should not try to prevent misconduct on the schoolyard, because that would be policing the schoolyard, but an assistant teacher who encountered a copied homework in the class room, he knew to be a copy due to observations made on the schoolyard, should feel free to rate it as void. An assistant teacher should, of course, still prevent misconduct that could turn out to be dangerous, but in a personal way and not as a representative of the school. That is a degree of differentiation young assistant teachers will not reliably develop themselves. Teachers can help to make that distinction if they refuse to notice misconduct that is brought to their attention through inappropriate means, unless the safety of a pupil is at danger. Assistant teachers who fail to leave their supervisor role on the schoolyard have failed to take an appropriate intermediate position concerning the reach of their office.

Ability grouping
—Democracy and Education, John Dewey Assistant teachers can help to implement ability grouping within the class. Depending on preparation of the assistant teachers and demand you can open advanced and foster groups and assign one or two assistant teachers to the respective tasks. If available, two more assistant teachers can check collected homework in the back of the room and hold parts of the lesson in front of the class at the same time. As a teacher you have more time to observe and to manage the class.

Assignment to a foster group can be used as a reprimand for unprepared pupils. For this purpose the assignment to a foster group can receive some emphasis by sending the foster groups to the back of the room and keeping a list of reprimands for each pupil. This isn't the best kind of motivation for pupils but there may be cases where pupils benefit from an understandable and clear reprimand as a logical consequence of being unprepared. A pupil who didn't make an important preparatory homework could, for instance, be sent to a foster group.

The psychological effect for the pupil who is sent to the foster group should be that the direct attention of an assistant teacher means more work, which can make the usual lesson appear more desirable. This expectation can go wrong in two important ways:
 * A pupil can prefer the direct attention of an older pupil as a desirable situation and aim (or don't mind) to be sent to the foster group.
 * A pupil can learn to dislike having a private tutor, which is not a desirable learning effect.

The latter effect may be difficult to observe, so you might want to counter the effect without any indication. A counter measure can be assigning a junior mentor or mentor, if the pupil doesn't yet have a mentor, or even assigning a second mentor. A mentor also seems useful to understand possible learning problems and other motivational problems of the pupil.

Assistant teachers or the class should be invited to recommend supporting measures for a pupil before a recommendation for reassignment to a different track was made due to frequent assignments to foster groups in the class. The assistant teachers or the class can train responsibility for others and self-organisation skills in the process. A request for supporting measures can also serve as an early and friendly warning for the pupil in question.

Recommendations for ability grouping
—Democracy and Education, John Dewey Assistant teachers can also give recommendations for ability grouping according to observed academic aptitude. This should not happen in the class room but either during the preparation of lessons or in a private meeting with the teacher. Younger pupils may not be able to understand the role of an assistant teacher entirely and may have difficulties to accept ability grouping recommended by assistant teachers, as that may appear to give too much authority to an assistant teacher.

An exception, which shouldn't be seen as ability grouping, are pupils who apparently need a visible reprimand and are sent to the back of the room. An actual exception is the explicit request from the teacher to group pupils according to ability, which grants the authority for a limited time and in an easily understood context. As a teacher you can test if the explicit request leads to acceptable results in relation to grouping and acceptance by pupils. Problems that occur can be used to train soft skills; the authority can, for instance, remain with the assistant teachers but they might have to respond to objections as a group.

Group work with changing teachers
Each assistant teacher only prepares a part of the lesson as a group work unit for the pupils. The assistant teachers can then move from group to group and present their experiment, thought experiment or other unit to a group of pupils.

A beneficial effect is that the assistant teachers will have had more time to prepare their part of the lesson and can even learn from one presentation to the next how the pupils think about a given problem and how to explain something.

If there is nothing else to be done you can join the assistant teachers as another group leader.

Open learning
Open learning is also an opportunity to make good use of assistant teachers. The assistant teachers can support individual pupils or learning groups in their goals and help the teacher to manage a very heterogenous learning environment.

Wireless classroom
In a situation with one laptop per pupil the goals of assistant teachers can be more oriented towards facilitating group work and socialization beyond the offers of the educational computer environment. (The wireless classroom could, of course, use thin clients with WiDi instead of laptops or just put all wiring unreachable into the tables, which seems to be the better solution, as long as the pupils can access all relevant data from their homes. This asks, however, for a centralized server-based IT installation, which not all schools have available in sufficient quality, e.g. based on OpenSolaris, AIX or MacOS X. 22" monitors with built-in Android thin clients are, for instance, available as commodity hardware and do not require an attached PC; alternative offers also come in Microsoft's Metro design. Good schools, of course, have independently staffed IT/LRC departments, not operated by members of the faculty, e.g. at phorms.de.) Computers also allow flip teaching.

A monitoring software for assistant teachers could allow an assistant teacher to gather information from the laptops of his assigned group and to monitor usage and progress in the respective learning environments used by the pupils. A convenient solution could be to put up to eight identical applets on a screen in order to allow each application on a pupil laptop to report data in a custom format but inside a standardized container. As a result assistant teachers would gain a good overview of the work and the learning progress of individual pupils in their group and would be able to address individual problems even without requests from the pupils. During focused work in an interactive learning environment young pupils might otherwise be reluctant to request help and assistant teachers might easily be misled to assume that a silent group without observable problems didn't need any support. Substituting continual supervision with monitoring can help assistant teachers to better focus on individual pupils. If individual help is seldom required an opposite effect could be the reduction of desirable interaction between pupils and assistant teachers, but assistant teachers can be instructed to counter the effect with encouraging comments and unrequested advice to all pupils.

...

Learning trails
—Democracy and Education, John Dewey Assistant teachers can prepare learning trails with different approaches towards learning the same topic. To allow interest-driven learning groups of pupils might prefer to achieve a learning outcome in different ways. Pupils should be free to choose the learning trail that best suited their personal interests, goals or preferred learning methods, unless learning trails had additional ability grouping@restrictions by academic ability. Learning trails can be arranged through prior selection of books and other learning material by the teacher but can also be specifically prepared by assistant teachers or even by the pupils themselves in so far as pupils are able to accomplish that goal. Pupils may have to cooperate with assistant teachers to communicate their interests and to explore possible learning trails; a class council can delegate subject-specific committees to assess interests present in a class, to request learning trails and to coordinate early planning with assistant teachers and teachers.

Pupils following different learning trails can form independent learning groups within the class. The class should occasionally be brought together again to review each other's learning goals and results. Well-considered learning modules or lectures suitable for all learning trails can also help to give the class a common understanding when independent learning trails are pursued. Learning trails that are meant to produce presentable results can also be concluded with a presentation of results to the other groups.

The psychological effects can be that the pupils can feel in control of their educational aims and that they can feel free to change their interests during a learning trail. While changing a learning trail should be discouraged it can allow a pupil to recover learning motivation by looking over the fence and discovering what a different group is doing, which is something that can be naturally interesting for children and teenagers.

High interactivity group
The purpose of a high interactivity group (HIG) is to allow pupils to interact even more with assistant teachers. For this purpose the number of assistant teachers must be higher than usual. A recommended assistant-teacher-to-pupil ratio is 1:3. As a teacher you can opt to make a single learning trails@learning trail a high interactivity group by assigning all or most assistant teachers to the learning trail, which can, for instance, be a learning trail for pupils whose preferred learning methods appear to require interaction with a teacher. A high interactivity group can also rotate through the class room, so that all pupils receive a phase of higher interactivity during a single lesson. A third option is to allocate more assistant teachers for the whole class for a specific lesson. All subjects can benefit from HIGs but the assistant teachers must be well-prepared in order to allow pupils to interact with them in a meaningful way. The psychological effects of higher interactivity can be increased interest and more focused participation. Higher interactivity can also be achieved with wireless classroom@computers but interaction with computers lacks the socialization component and can be exaggerated.


text:
Assistant teacher course/Teachers' handbook/Administration

School fees
Public schools funded from tax revenue that do not usually collect school fees can request independent tuition fees for assistant teacher and mentoring programs. Tuition fees should not be used to exclude anybody but pupils whose parents did not pay tuition fees could, for instance, have to wait for the second year of an assistant teacher or mentoring effort before being allowed to participate. Parents unable to pay tuition fees should be able to apply for scholarships; especially pupils suitable for the initial assistant teacher training should not be excluded. It is suggested that school policy should require that at least 50% of the revenues had to be used for partner programs with schools in least developed countries.

Pupils can also be allowed to pay membership fees to mentoring organizations accredited with the school instead but schools should consider to enforce that 50% of the revenues were allocated for least developed countries and the mentoring organizations made appropriate use of funds to the benefit of the school, the pupils and for other educational goals.

A psychological effect is that parents and pupils can be motivated to reflect on the value of early participation in an assistant teacher effort, which may increase the prestige of an assistant teacher effort and the view of the assistant teacher group as an educational elite, which is a view teachers can feel free to encourage. Pupils can be motivated to consider paying half the tuition fee from their own spending money (parents can commit to paying the remainder), which can also have a beneficial psychological effect.

Department conference of the faculty
An assistant teacher effort is likely to require diversification by subject. A recommended development of an assistant teacher effort is, for instance, to establish subject specific cooperation with teachers through a committee of the grade, a symposium of pupils from all grades or through a representative. A formal cooperation with the faculty is beneficial because the pupils learn to follow a formal procedure and to take care of their own affairs as a community. Diversification by subject allows more assistant teachers to hold an office.

Initially the assistant teachers may not have decided on a formal system for cooperation or may have decided to postpone the development of a formal system to allow later assistant teachers to reform the initial system. What the teachers can do is to occasionally provide motivation to develop the existing system towards this goal.

One form of motivation could, for instance, be a department conference of the faculty that made decisions about subject specific affairs of the pupils without consulting with the pupils in any way. An example could be a department conference that disqualified an assistant teacher without further explanation. The department conference could, on request, demand a dialog partner that was at least appointed by the assistant teachers and competent in the specific subject, which could be interpreted to mean sufficient grades in the subject.

It seems important to find the right balance between cooperative behavior and irritating behavior so as not to alienate the pupils but to motivate the pupils to take the artificial problems seriously. To present the pupils with a challenge a teacher doesn't have to appear unfriendly, merely determined and unwilling to solve the specific problem for them.

If the pupils decide to discuss the problem with a teacher the teacher can give any number of hints as long as the pupils appear to have accepted the challenge and aim to solve the problem.

Planning ahead
Class teachers should plan ahead and be prepared to intervene if the pupils of a class do not meet the expectations. During the second semester of an assistant teacher effort the pupils should have made some steps towards taking control of the effort, otherwise the assistant teachers should become a majority soon afterwards, which might discourage further efforts by the pupils. Pupils should be encouraged to complete their first democratic election campaign before the end of grade eight. In the case of low participation teachers can encourage the interested pupils to join a conspiracy: The remaining pupils find themselves with representatives that don't act in their interest and have to begin a new election in the next semester.

An assistant teacher effort should have made at least 50% of the potential participants assistant teachers at half the available time. In an assistant teacher effort with an entry phase from the first semester of grade eight to the second semester of grade nine that means at the beginning of grade nine the 50% margin should be a criterion for intervention. Ending the entry phase at the end of grade nine allows teachers to use the first weeks of grade ten for prolongation as a sign of goodwill by the teachers, if necessary.

Coopetition can help to encourage groups of assistant teachers to meet the expectations. A better motivation is understanding for the obligation of the assistant teachers towards the pupils but competition can contribute additional encouragement, at least for some pupils.

Motivation
To make the assistant teacher office mandatory school policy should require a pupil to have qualified as assistant teacher at some time. The recommendation is to allow pupils to become assistant teachers beginning with the eighth grade and to require the assistant teacher qualification for admittance to college preparatory tracks in high school or college preparatory sixth form grades. A finer distinction is shown in the diagram below.

—On education (Über Pädagogik), Immanuel Kant

Mandatory participation in an assistant teacher effort could be seen as essential to give the assistant teacher office the necessary reputation to make it work. Voluntary participation allows pupils to lapse into a convenient attitude, which means pupils who have that attitude towards school anyway may not benefit if they do not develop enthusiasm for the office or related amenities. The theoretical possibility to fail could also be seen as providing essential motivation, even if most pupils reach their personal goals; in a school with sufficient support through mentors failure should be quite unlikely. The early chance for self-motivated action allows pupils to feel free in their decisions in spite of a requirement to participate.

The assistant teacher office can also create motivation through its role model. Younger pupils, who are educated by assistant teachers, may want to follow the role model and pupils in grades with assistant teachers may want to reach the same status as their peers, who have already made the step. Variable entry phases from grade eight to grade eleven can create a continual challenge for pupils to rise to the next level at their own pace. The perceived social rank of an assistant teacher can further influence the selection of desirable goals within the school community over goals derived from arbitrary role models.

According to a German study pupils' enthusiasm for school may decrease towards the eighth grade. A responsible role can aid to complement enjoyment with a purpose, which is a further argument for motivating pupils to become assistant teachers in the eighth grade.

Late qualification
A possible stance of pupils is to consider late qualification as a convenient route with the least amount of work. This should, in the interest of the pupils, be discouraged. Pupils who attempt to qualify too late may fail to qualify and may have to repeat a grade. Pupils who qualify too late may be insufficiently trained and risk disqualification at a critical time. They may also risk not to have participated in the democratic control of the assistant teacher effort. Class teachers should warn against late qualification beginning with the ninth grade (assuming the above entry phase).

It may be interesting to conduct a survey in grade nine and to ask pupils about their intended qualification date. Pupils who do not yet have any plan to qualify or who intend to qualify as late as possible may require individual attention and self-management training.

Timetable
A good arrangement is a reserved time slot in the timetable that allows assistant teachers to participate as assistant teachers in other classes. Assistant teacher training as a subject can reserve that time slot. A different opportunity is an advanced course in the afternoon, where assistant teachers cover the topics they missed in the forenoon and may be able to cover advanced topics the class or basic course cannot cover. Advanced courses can, of course, also make more use of autonomous group work and solitary learning. A third opportunity is physical education, where assistant teachers can easily participate in a different sports course, even a sports course of another grade.

Repeating a course
A timetable can also be designed to allow repeating a course, which should be seen as preferable to repeating a grade. Even if this is not directly related to the assistant teacher program the advice is included here, because repeating a grade can promote demotivation and learned helplessness, which the assistant teacher program is designed to avoid. It is recommended that only the accumulated effects of repeating courses and/or disqualification as an assistant teacher could force a pupil to repeat a grade (e.g. multiple disqualifications). Having to repeat a single course when the grade point average still warrants attending the next grade also makes the academic results more accessible to younger pupils, which should be an indication that it is the preferable procedure.

With an assistant teacher program a school is likely to begin allowing qualified students to take courses outside their class already in junior high school and the same way unqualified pupils can be given the opportunity to repeat courses outside their class. A pupil may have to change to a different class (in his own grade) that has the relevant subject in the appropriate time slot to allow attending a class from a different grade for the same subject. If this becomes too difficult to arrange a pupil may be forced to repeat a whole grade for administrative reasons. A pupil who fails to qualify as an assistant teacher and who is seen as immature (as determined by citizenship grades ) may have to repeat a grade for the benefit of the pupil.

Pupils should receive recommendations to repeat courses voluntarily if their grades indicated that repetition of one or more courses could be beneficial. Repeating a course voluntarily is much more likely than repeating a grade voluntarily, which should be a further indication that repeatable courses are the desirable solution, because the pupils are invited to act responsibly and to assume an adult perspective.

Some US schools allow to repeat courses in the following semester or the following year, as after school courses, during summer school or as a combination of after school courses and summer school. A course that is repeated during the following semester or year may, for instance, be taken in place of an elective subject. Repeatable courses are offered as early as middle school.

A trimester schedule can give pupils an increased number of course options over the year and can make voluntarily repeatable courses an even more plausible option; the trimester schedule can also be more accessible to younger pupils, who haven't yet acquired a sufficiently long-term perspective. For younger pupils main lesson blocks can also be used to accommodate the short-term perspective of younger children, to promote interdisciplinary understanding and to allow for changing interests. Contrary to use in Waldorf pedagogy main lesson blocks could be selected like elective courses sometimes; the close relation to a single class teacher found in Waldorf pedagogy could be seen as less important due to the increased supportiveness of the school community through assistant teachers and mentors. An alternative between main lesson and trimester is a four by four schedule or other quarterly schedule with course changes every 45 days.

Crick Report

Achieving self-regulation
Under ideal conditions an assistant teacher program should be self-regulatory. To achieve this school policy must define a framework in which an assistant teacher group has to function. School policy should define a set of questions the assistant teacher group should have to address in their own set of policies or their training handbook. Where possible school policy should not present options but allow the assistant teachers to devise their own procedures. (A school can, however, allow an assistant teacher group to fail to address some questions. The remaining pupils can then point out that the assistant teacher group is illegitimate, which is an intended intermediate goal in citizenship education during the first year of an assistant teacher effort.) School policy should also define reliable standards for monitoring and intervention, because a group of assistant teachers may otherwise fail in unexpected ways. An important means to maintain self-regulation is to motivate assistant teacher groups to protect their autonomy from interventions by the school administration, which is why the default process a school administration is likely to employ when no pupil-defined process exists should be a process designed to irritate (a "monday process"). One could see this as the attempt to take motivation for self-management even further as in democratic schools, where the motivation is induced by the absence of any other authority than self-administration, whereas here self-administration is a self-evident necessity for smaller groups with the additional motivation of the need to protect a group's independence.

Discontinuation of a pupil-defined qualification process
—On education (Über Pädagogik), Immanuel Kant The most crucial problem is the disqualification of assistant teachers. If the assistant teachers are allowed to enact their own process for disqualification, wich is the recommended procedure, the disqualification process can fail. The faculty should be able to react to that problem with well-considered steps: School policy should define criteria for permitted intervention and required intervention. Permitted intervention can require the faculty to consult a parent representative committee and can serve as an early warning for an independent group of assistant teachers: When the parent representative committee has consented to allow an intervention the assistant teachers are likely to become very cautious not to provoke that intervention. Terminating a process designed by pupils can involve the entire disqualification of an independent group of assistant teachers (but not necessarily all assistant teachers of a class or grade) or merely discontinuation of a process and a probationary period during which the group of assistant teachers has to reorganize to meet the demands of the assistant teachers office or lose assistant teacher qualification.

Policy committee
On the side of the school administration ratification of pupil-defined policies should require the approval of the responsible policy committee for a grade. Each grade can have its own policy committee consisting of class teachers, advisory teachers and school counselors. A parent representative committee can be invited to delegate representatives to a policy committee. If pupils demand participation pupils from the grade in question can be granted observer status and representatives from higher grades can be allowed to vote as a minority.

A policy committee can give a recommendation whether a set of policies appeared advisable or not but should only reject a set of policies if the policies were found to be in contradiction with school policy or other regulations or did seem otherwise inappropriate.

Coeducation
Mixed-sex education may often be stopping short of mixing the genders timely and with appropriate psychological effects, therefore a gender policy should require that girls and boys form mixed-gender groups frequently (recommended is every other time) and with changing group members. The intended effect is to reduce segregation that otherwise happens spontaneously. The rationale is that the segregation effect between young girls and boys may be cause of prejudice and habit, both potentially detrimental. Consequently the choice should be single-sex education or a gender policy that requires mixed-gender groups.

It is recommended that both genders are given sufficient opportunity to form single-sex committees, because especially girls appear to benefit occasionally from the opportunity to train debate skills in single-sex environments. A class can, for instance, occasionally split the class council into a girls' council and a boys' council, creating the intentional problem of a possible tie, which then has to be resolved in joined debate. One could say, both groups should be given opportunity and, if necessary, be encouraged to withdraw and discuss a topic independently before the topic is decided in the class council.

Assistant teacher groups can be allowed to be single-sex groups in middle school and junior high school but should be required to admit both genders in high school. The rationale is that allowing single-sex groups can possibly be beneficial for the development of young girls but pupils in high school should no longer require the separation, otherwise the problem should be seen as an educational problem of the school.

Independent study
Schools may easily abdicate responsibility for training pupils to pursue independent study, because the school is usually not the right place for solitary learning. Consequently schools expect pupils to solve their homework alone and without guidance or with the help of private tuition institutes or private teachers. The circumstances of homework also commonly require convenient verifiability and identical exercises for the whole class or course, which inhibits interest-driven learning.

Self-study semester
The Swiss canton school Zürcher Oberland in Wetzikon has implemented a self-study semester during which pupils in grade five (commonly the eleventh grade) learn for themselves in two subjects for one semester, but are offered guidance by their subject teachers once a week. While a self-study semester appears to be suitable to employ and test the ability of a student to maintain self-motivated learning for a full semester it isn't a framework to train the required skills. The self-study semester is embedded into a framework of other self-study modules with shorter duration at the school.

A beneficial combination with mentoring could be achieved if a high-school pupil was assigned as a mentor, during his self-study semester, to a younger pupil who was given self-study tasks himself. A psychological effect should be that the mentor, by helping the younger pupil learn to study, can learn to apply the same mental vocabulary to his own study, which should allow the mentor to refresh skills acquired earlier, possibly under the new perspective as a mentor.

Individual curriculum
International Schools Services

An individual curriculum can also have a significant influence on a pupil's self-study skills. An individual curriculum should allow the pupil to experience interest-driven learning, which can be completely lacking in school, depending on the situation and perspective of the pupil.

Self-study modules
A school can allow qualified assistant teachers and tutors to form learning groups and self-study courses. The supervision by a responsible head tutor may be advisable. Self-study in school should be open for monitoring by subject teachers and other teacher, which means an overview of available self-study courses should be made available publicly and every course should be assigned to a department conference or, at least, a single subject teacher. Teachers should have the opportunity to attend self-study courses organized by pupils as auditors or to send guest students as auditors.

Self-study modules can be offered beginning somewhere between grade nine and grade ten with the first availability of tutors. Assistant teachers should be considered pupils in self-study courses, only tutors have qualified as lecturers and only head tutors (mentors) have qualified as supervisors for a whole course. The organization of a self-study course may make that distinction negligible but tutors should retain the responsibility to make a self-study module work and head tutors should retain the responsibility to supervise the work of tutors and to request help from teachers where necessary. Participation in self-study modules can be restricted by grade averages: The better a pupil's grade averages are the more self-study modules the pupil can attend. Sufficient grades in a specific subject should also be a precondition for participation in self-study modules related to the subject.

Solitary study
Solitary study allows pupils to learn to appreciate self-motivated learning. Pupils who work primarily in learning groups may not learn to study without support from a learning group. The necessary attitude and self-management skills for solitary study can be trained together with a mentor or private teacher. An individual curriculum is a good opportunity to allow the pupil to experience self-motivated learning in a context where motivation is not a problem. Doing homework alone is not the same as solitary study because homework has a strong external motivation and a very limited scope.

Tracking
Course levels can invite pupils to consider striving for a higher academic level if courses are categorized according to two or three levels of academic challenge and an additional plus attribute which signifies that a course aims for a higher academic level than required by the curriculum, like a honors course. The additional academic challenge can comprise additional lessons and course units and voluntary or mandatory self-study modules@undefined. Participants of 'plus' courses can expect the additional advantages of better qualification for exams, separation from less motivated or less interested pupils and a higher potential for interest-driven learning@undefined. The 'plus' courses on basic and regular level should aim to prepare participants to migrate to the next higher level. While not all courses have to be offered on every level (or with or without the 'plus' attribute) a school with a STEM branch can, for instance, make a commitment to offer all course levels for which demand exists in the relevant subjects for much smaller groups of pupils than would justify a course in other subjects. If a school cannot offer a specific course due to low participation an alternative can also be learning groups with or without tutors. Cooperation with neighboring schools can allow pooling between several schools and enable pupils to attend the school that offers the best selection of courses for the individual pupil or to attend a second school for a smaller selection of courses, possibly through courses transmitted over the internet from that school. Pooling between grades can allow pupils to Repeating a course@repeat courses and to take more advanced courses early.

Voluntary courses and elective subjects
Pupils who acquire an attitude bordering on learned helplessness don't raise the hand to indicate the fact. More likely signs are accompanying effects like lack of interest, boredom and disrespect towards educators. Bringing about or tolerating an attitude bordering on learned helplessness could in some cases (or in an exaggerated view) be seen as abuse of basic rights. Consequently a school would have to offer every pupil at least a minimum of interest-driven learning to compensate a potential psychological effect of curriculum-driven learning.

A school can support individual curriculum@individual curricula with voluntary courses and elective subjects that match the areas of interest of the pupils. Voluntary courses can be restricted to pupils who have qualified as assistant teachers or can require guest lecturers to be assistant teachers, which is both suitable to increase the status of the assistant teacher office. To provide a suitable background for qualifying projects voluntary courses can also be used to invite participants to prepare and hold lessons in order to qualify as assistant teachers.

Interest-driven learning
One could see an assistant teacher effort as a means to facilitate interest-driven learning in more than one way. It may still be advisable to take further steps to improve the situation of interested learners towards disinterested learners and to turn disinterested learners into interested learners, if feasible.

Interested learners are bound to be the better assistant teachers but the distinction between interested and disinterested learner is not indisputable. A pupil may appear to be an interested participant in one course or as an assistant teacher and appear to be quite disinterested in another course. Elective subjects or courses are not a general solution to the problem if pupils are required to participate in certain courses to satisfy curricular requirements. Fully voluntary advanced courses with a higher number of hours than standard advanced courses can address the problem. IB Diploma Programme or AP courses could possibly serve this purpose in high school. The additional hours and the higher academic level of the course can be construed to require additional work as assistant teachers by the participants.

All pupils, but especially disinterested learners, should receive individual guidance by advisory teachers, school counselors and mentors. Mentors should be most suitable to spot individual problems of their protégés and to fine-tune an individual curriculum@undefined.

Interest-driven learning can be facilitated in class by freedom of choice in special "open space" lessons, where the topic of the lesson is decided by a prior democratic vote of the class council and can ignore the curriculum. The democratic vote can give the class teacher a better insight into the creativity, motivation and interests of the pupils. A class can split into several learning groups if the result of the vote is to pursue different topics. A special lesson can also offer one or several pupils the opportunity to present voluntary homework projects with self-chosen topics, which can contribute to their qualification as assistant teachers.

Disinterested pupils
Disinterested pupils who cannot even be seriously interested in individual topics tailored to their personal interests need special attention by mentors and school counselors. The attitude not to be interested in any kind of education should be considered an alarming problem that requires attention. A possible counter measure is to reduce the academic level of a pupil's courses, at least temporarily, and to increase participation in courses motivated by leisure topics. Mentors and school counselors should, of course, monitor the result.

Unchallenged pupils
Disinterested pupils can also be unchallenged pupils; it is an oversimplification to assume that good pupils are proficient, motivated and disciplined. An assistant teacher effort provides a way for pupils to increase their intellectual challenge by becoming assistant teachers but not all sufficiently proficient pupils may qualify. An unchallenged pupil who does not yet qualify as assistant teacher may also require special attention in an individual curriculum so as not to spoil motivation in school. An indication for a disinterested but unchallenged pupil can be significantly better grades in written tests than in verbal contributions. This is, however, neither a necessary condition nor a sufficient condition, as a pupil with decreasing motivation may quickly show less success in written tests as well. One could at least speculate that unchallenged pupils are an easily disregarded problem if the focus of attention is on a one dimensional scale (grades), which doesn't alert educators to the fact until the problem has escalated and the unchallenged pupil is just a less good pupil with a motivational problem. Qualified assistant teachers and ability grouping can help to address this issue on an individual basis. Pupils who respond to different challenges may also require different learning trails (not to distinguish approaches to a topic but to distinguish learning methods).

Reduced course
A reduced course can be a course that is partially replaced by self-study modules@undefined to make room for interest-driven learning of assistant teachers or voluntary advanced courses. A reduced course can mean that the hours per week are reduced or that the same time slot in the time table is used for two different subjects in the first and in the second half of a semester with the remainder of curricular units being delegated to self-study modules. A precondition for a reduced course is that a pupil can be expected to successfully and effectively learn the material of a curricular unit in a subject that lies outside his areas of interest or that a teacher, mentor or private tutor can be expected to teach the necessary self-management skills during the self-study module.

Professional development
To promote an attitude of lifelong learning it is suggested that schools could require teachers to qualify in additional subjects at a minimum rate of one subject in ten years. Novice teachers qualified in only one subject can be encouraged to qualify in an additional subject in the first five years. The rationale is that teachers qualified to teach in several subjects can form better teaching teams that attend to a single group of pupils (a grade, class or other group). A teaching team can cooperate in different ways, including teaching alternating lessons or curricular units in two subjects or teaching in the same classroom at once on occasion. An advantage of teaching alternating curricular units in two subjects is that both teachers get to know their group of pupils in both subjects, which improves the feasibility of cooperative evaluation and encourages cooperation between teachers.

A school can arrange for a distance learning institute to be continually available for all faculty members in order to allow qualification in additional subjects. Mentoring between teachers, teaching teams and grade teams can be used to encourage the view of the faculty as another learning community. The example of the faculty as lifelong learners can also be employed as a role model for assistant teachers, tutors and mentors.

Facilities and services
Council of International Schools

A school with an assistant teacher program may need additional facilities and services. The school library (or Learning Resource Centre) should be sufficiently large to allow pupils to withdraw for undisturbed, solitary learning. Internet access should be available to a sufficiently large group of pupils to allow internet research. Research terminals can be slow, monochrome, USB-connected e-paper displays under X-Windows and use an internet proxy that restricts sites to the The National Science Digital Library, Google Scholar and similar indices. Fully functional PC or Apple computers can be put in a different location (with whatever access policy), which is likely to allow more undisturbed work on the research terminals. Even if pupils have been taught media literacy the whole internet may be a bit too interesting and too full of games for the pupils to focus on research with sufficient reliability. Learning groups should be able to allocate their own rooms for independent courses and spontaneous tutorials (which could require the presence of a head tutor or adult teaching assistant). For this purpose full-sized class rooms can be split into two course rooms to accommodate smaller groups. Course rooms are also useful for quiet time and solitary study@undefined, because a smaller group creates fewer distractions.


text:
Assistant teacher course/Teachers' handbook/Democracy

—Education for Active Citizenship in Australian Schools and Youth Organisations, Standing Committee on Employment, Education and Training of the Parliament of the Commonwealth of Australia

Democracy
—Democracy and Education, John Dewey

School democracies often have little authority and are of little use to the pupils who are meant to operate them and are therefore unsuitable to motivate pupils to see democratic participation as challenging and relevant to their lives. An assistant teacher effort, which challenges both assistant teachers and pupils to take control of their own educational policies, can be a significant contribution to citizenship education.

School policy should define the borders and potentialities in which pupils can develop their assistant teacher effort and their own form of grade council. An example is that to initiate a grade council all class councils could have to agree on the initial charter of a grade council and could have to make the decision to begin an election campaign. The election could be required to be made in voluntary work outside regular hours, which is meant to promote the insight that the pupils have to take care of their own affairs as a part of citizenship education.

Class teachers can play devil's advocate here and suggest contradictory courses of action to the different class councils. The pupils are meant to learn to overcome the additional difficulty this may present and can practice their democratic skills. Pupils can also found political parties as a result.

School policy can distinguish a junior high school and a high school student council to separate the concerns of junior high school and high school and to allow the younger pupils to develop their own approaches. Once a grade council was established it could be free to apply to the junior high school student council for affiliation. A school policy that assigned different competencies to student council and grade council would allow both to exist in parallel, allowing a richer political landscape to exist at the school.

Provoking pupils to take action
In order to provoke pupils to take action the intended motivation should be well-considered and allow the pupils freedom of choice but leave little or no opportunity to ignore the issue. Pupils who believe they can ignore an issue are very good at choosing to ignore a problem, because they are too shy, too lazy, too disinterested or just inexperienced in taking collective action. An intended motivation should also be in some way defendable; just expecting pupils to solve arbitrary problems that have no reason to exist can cause alienation between teachers and pupils.

An assistant teacher effort meets the above criteria and can motivate assistant teachers and pupils alike to take action. Similar issues can arise for the same pupils during the qualification of tutors and mentors.

Other motivations can be undesirable situations, school procedures designed to irritate (but which can be superseded by the pupils) and questionable decisions.

An automatic reassignment of the least proficient pupil(s) in a class every year can be a questionable decision. Initially there are bound to be pupils who may benefit from reassignment to a different track or school. In Germany there is an official orientation stage (fifth grade and sixth grade, the first two years of secondary education), during which the assignment of a pupil to a school type is reevaluated and, if necessary or advisable, corrected. A similar reevaluation can be made for pupils assigned to tracks within the same school and is bound to be beneficial for some pupils.

In a later phase, however, the class community can protest against the reassignment of pupils who would be reassigned just to satisfy a requirement, even if the requirement has proven to be beneficial in the past. The reassignment requirement can be made even more inacceptable if the teachers are free to choose pupils from among the less good pupils, but can ignore a strict order of grade averages. The resulting psychological effects should be support for less good pupils in the class community (which can become a formally accepted, self-imposed obligation of the class) and a stronger sense of community in the class. Another effect is that pupils may be more likely to become politically active in a grade or school council to prevent similar problems in future. It may appear impossible to risk the reassignment of a pupil if the class fails to protest but there are at least three different cases to distinguish: A pupil may actually appear to benefit from reassignment to a track with lesser academic challenge, a pupil may be likely to benefit from experiencing reassignment (with the potential to return) but may equally benefit from greater support by the class community or a pupil may be likely to benefit most from the threat of reassignment. Only in the last case the teachers would have to make sure that the class actually did prevent the reassignment. The teacher presenting reassignment plans to the class can be an unknown teacher, who is not teaching the class, which makes it easier for younger pupils to distinguish between the abstract bureaucratic decision and the aim of the class teacher, who may help the class to plan counter measures.

Another undesirable situation is a teacher who appears to be unqualified to hold lessons. The teacher could be a new teacher or a teacher unknown to the class and try to provoke the class into taking counter measures. A possible counter measure is that the class could hold coaching lessons for teachers. The class may not have had prior experience with coaching lessons for teachers but the offer that pupils can decide to hold coaching lessons should be a well-known fact, otherwise the pupils are unlikely to arrive at the idea. The coaching lessons could be organized under the supervision of high-school pupils. Pupils who failed to disqualify an unqualified teacher after several lessons should receive a reprimand and any assistant teachers who attended the lessons as pupils could be disqualified, because they should not have tolerated an inacceptable teaching style.


text:
Brezhoneg Pemp/Lesson 4

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The Conditional Present Tense
For definitions, see Brezhoneg Daoù/Lesson 3

Self training
Now, you have seen how its done.

Take the verbs from Brezhoneg Daoù/Lesson 1 and write them down if you havent already.

Now change them into their Present Conditional tense and Past Conditional tense.

Now underneath, make some sentences up , for each verb. EG. Me a zo er skol o teskiñ kembraeg (I learn welsh in school). Me a vefe er skol evid teskiñ kembraeg (I would learn welsh in school).

Quiz
Go to the quiz

 * }

title: Brezhoneg Pemp/Lesson 4


text:
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 * [ Ask] a question or discuss Wikiversity issues at the Colloquium;
 * Read and help develop our community policies；or
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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Gbaor 12:57, 12 May 2008 (UTC)

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Asmodel. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Asmodel~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:29, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:03, 19 April 2015 (UTC)

title: User talk:Asmodel~enwikiversity


text:
User talk:William.rowell

 Hello William.rowell, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;

 * [ Ask] a question or discuss Wikiversity issues at the Colloquium;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Gbaor 12:57, 12 May 2008 (UTC)

title: User talk:William.rowell


text:
User talk:Umjwa

 Hello Umjwa, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;

 * [ Ask] a question or discuss Wikiversity issues at the Colloquium;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Gbaor 12:57, 12 May 2008 (UTC)

title: User talk:Umjwa


text:
User:Kisbes

w:hu:User:Kisbes

title: User:Kisbes


text:
Brezhoneg Pemp/Lesson 2

{|cellspacing="5" cellpadding="10" style="margin-left:auto;margin-right:auto;width:99%;background-color:inherit"
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 * style="border:1px solid #999999;background-color:#BEF574;-moz-border-radius:8px"|

Ex 1 : Quiz
Go to the Quiz.

Ex 2 : Memory training
Write out the Breton words, section by section.

Have 2 columns, clearly separated, and write Breton and English. Then cover up one column (eg. English) with paper and write the corresponding words on the paper. Then try it the other way round, cover up the Breton, and write out the words using the English as cues. This will be a little bit more difficult.

Repeat all this after an interval, the more you do it the easier you will remember the words.

 * }

title: Brezhoneg Pemp/Lesson 2


text:
BCP/Leucothoe 'Girard's Rainbow'

Leucothoe 'Girard's Rainbow'

title: BCP/Leucothoe 'Girard's Rainbow'


text:
BCP/Leucothoe 'Girard's Rainbow'/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * --SB_Johnny | talk 14:20, 12 May 2008 (UTC)
 * --SB_Johnny | talk 10:53, 4 June 2008 (UTC)

title: BCP/Leucothoe 'Girard's Rainbow'/Logs


text:
Brezhoneg Pemp/Lesson 5

{|cellspacing="5" cellpadding="10" style="margin-left:auto;margin-right:auto;width:99%;background-color:inherit"
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 * style="border:1px solid #999999;background-color:#BEF574;-moz-border-radius:8px"|

Traoù fentus / Jokes
Koll Pevar euro a zo ganeoc'h ha koll a rit daou, petra a chom en da chakod ? Respont : un toull !.

Meleganezed / Tizh Perak e kresk kement blev ar veleganezed ? Respont : peogwir ez eus dour d'o gwriziennoù.

Ex 1 : Quiz
Go to the Quiz.

Ex 2 : Memory training
Write out the Breton words, section by section.

Have 2 columns, clearly separated, and write Breton and English. Then cover up one column (eg. English) with paper and write the corresponding words on the paper. Then try it the other way round, cover up the Breton, and write out the words using the English as cues. This will be a little bit more difficult.

Repeat all this after an interval, the more you do it the easier you will remember the words.

 * }

title: Brezhoneg Pemp/Lesson 5


text:
Assistant teacher course/Teachers' handbook/Preparation

—Citizenship Foundation

Preparation
—Democracy and Education, John Dewey

This chapter is meant for class teachers preparing for an assistant teacher effort following the recommendation to select between 10% and 25% of the pupils of a grade for an initial group of assistant teachers participating in a course during a summer camp or summer school prior to grade eight.

If one assumes that one school will send about twenty pupils then the cooperation of four to six schools for a summer camp or summer school would seem appropriate. In the case of a summer school the schools can rotate the duty so that ever year another school hosts the summer school.

Preconditions for participation
Sensible preconditions for participation are a prior kindergarten internship where the participants can conduct a Sally-Anne test and pior participation in a class council during the seventh grade. Participants should have above average grades but shouldn't be selected strictly for best grades, social behavior does play a role and teachers can take the liberty to select the most appropriate pupils from the group with sufficient grades. Pupils who have previously shown willingness to cooperate, to do voluntary work or to support less successful pupils should generally be more suitable to initiate an assistant teacher group than pupils who haven't shown any of these behaviors. Teachers can take the position that fairness concerning grades is not the issue here but that the goal is to form the team that will show the most dedication and deliver the best role models for other pupils, including but not limited to academic ability.

Nomination
Nominating pupils for participation could have the potential for dispute, but it doesn't have to be a problem. Parents may see the assistant teachers as an elite group and might want their child to join the group or might want to avoid having such an elite group in the grade. Qualified pupils should be able to join the assistant teacher group easily shortly after its introduction and unqualified pupils should be removed quickly from the group. If that argument isn't sufficient a good rationale is that the separation is meant as an exercise in citizenship education and that two groups are required for the purpose. It may also be helpful to explain that the nomination committee cannot allow parents to nominate pupils, otherwise that could be a bad example for others. The nomination committee can invite an advisory committee of parents to make an alternative list of nominations to prove the point (or be disproven). It is suggested that all nominees should be able to attend a summer camp, notwithstanding cost; pupils should at least be able to apply for a scholarship.

Psychology
—On education (Über Pädagogik), Immanuel Kant Pupils who are not nominated for participation in the initial training may feel disadvantaged. This is a side-effect that is tolerated and can provide motivation for the pupils to strive for qualification or to demand democratic development of the assistant teacher effort. The assistant teachers do form an elite group and teachers can feel free to support this view.

Assistant teacher groups
— Selecting an eponymous person or another name with a prior meaning (e.g. Ontologists, Sophists, Empiricists, Rationalists or Constructivists — but not "Men in Black") for a group of assistant teachers is recommended. Young pupils are otherwise likely to choose names they may quickly begin to consider silly, which runs contrary to the intended psychological effect to give the group a special meaning and to make its work especially meaningful. The initial group of assistant teachers should not be allowed to split, but can be allowed to split later on, when more assistant teachers have joined the effort. Assistant teacher groups can also associate with mentoring organizations or local chapters of mentoring organizations operated by high school pupils and college students.

Coopetition between assistant teacher groups can be enforced with a maximum group size. If the initial group or any group has reached the maximum size it can be required to split into several groups. If the assistant teachers are not interested to split a default partitioning can be class affiliation. The assistant teachers can join the assistant teacher group of their class by default but remain free to choose another group. The freedom to choose should be seen as an important personal liberty, because the psychological effects can be to allow assistant teachers to feel more in control of their educational aims and to invite assistant teachers to learn to act responsibly in a small social group of their own choice.

Assistant teacher groups can be guided to invent an intended organizational culture for themselves. Different classifications of cultural dimensions can be combined and refined by the pupils to specify their own intentional culture. The chosen name of a group should be an issue, of course.

It is recommended to prohibit partitioning by school branch or department, because this would create an undesirable connection between personal interests and the free choice of a social group; a pupil could feel compelled to base one decision on the other.


text: Template:Breton

title: Template:Breton


text: Template:Language box

title: Template:Language box


text: Category:Language templates

title: Category:Language templates


text: Template:Swedish

title: Template:Swedish


text:
Brezhoneg Pevar/Lesson 2

{|cellspacing="5" cellpadding="10" style="margin-left:auto;margin-right:auto;width:99%;background-color:inherit"
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 * style="border:1px solid #999999;background-color:#f7ff3c;-moz-border-radius:8px"|

News from town for my love who stayed home
Excerpt from a song by Nolwenn Korbell

[Song]

Ex 1 : Quiz
Go to the Quiz.

Ex 2 : Memory training
Write out the Breton words, section by section.

Have 2 columns, clearly separated, and write Breton and English. Then cover up one column (eg. English) with paper and write the corresponding words on the paper. Then try it the other way round, cover up the Breton, and write out the words using the English as cues. This will be a little bit more difficult.

Repeat all this after an interval, the more you do it the easier you will remember the words.

 * }

title: Brezhoneg Pevar/Lesson 2


text:
Help:Resources by quality

This page is part of the Project boxes project.

Purpose of quality assurance project boxes
The purpose of these boxes is not to introduce some new or authoritarian quality control system (although quality assurance systems have been a constantly raised topic ever since Wikiversity was founded). Instead these boxes are simply a Wikiversity-equivalent of well-known Wikimedia resource tags for things like resource-featuring and clean-up. Traditionally, many of the clean-up tags (e.g. copyright queries) have been placed boldly across the top of an article, which is intrusive. Wikiversity project boxes sit more unobtrusively at the side of a page. Many of these tags serve no further purpose than to place resource into categories for maintenance purposes, so an unobtrusive position for them along with the other project boxes may be a better way to do it.

title: Help:Resources by quality


text: Template:Feature proposal

title: Template:Feature proposal