How To Manage School Transport Effectively with advance Technology.

Technology in manufacturing school buses keeps improving and advancing each year to accommodate the increasing safety and security concerns of student transportation.

Better safety, lower costs and simpler operations are the major reasons that drive technology to seek new methods or improvise on the existing.

Information and computer technology has had a great influence on School transportation management systems. Innovative products have been developed to make unwieldy operations easier and to solve issues faced in student transportation.

Technology works with humans to create a secure and safer environment for students, enhance the rider and driver experience and increase the overall efficiency of operations.

Top 6 Benefits of Transportation management for school management

Making students safer

Tracking the bus and its movements can make students safer on the road. By tracking the minute by minute route of the bus parents and school management can ensure that they know when to send their children for the bus and when to pick them up when they get off the bus. This means that the child is not unsupervised at any times. If the bus has been in an accident or broken down on the road then too the information can be sent to parents and school for help.

Safety inside the Bus

School bus is the place where the child interacts with other children. Nowadays bullying is a big issue. Trackers and cameras used in school bus management method can give the school authorities what is happening inside the bus. This also ensure that the bus driver and conductor does not misbehave with the children and the discipline is maintained at all times.

Student location alert:

Alerts can go to the parents and the school when the child gets off on the wrong stop or does not reach the bus in time. When the bus is late the parents can be notified. If the student never gets on the bus the parent and the school can be notified immediately so that the child’s whereabouts are always known. If there are delays in coming out of the school or the child has to stay back because of some school activity and the bus will be late then too the alerts can go out immediately.

Better Bus routes

Better bus management system with trained drivers and trackers means that bus routes can be planned in a better way. Studies have shown that spending more time on the school bus adversely affects the academic life of the children therefore better bus route planning benefits the students. Bus routes can be planned with the help of trackers and GPS systems that give real time traffic and road updates. This way the driver can take the shortest and most fuel economic route.

Better scheduling by the management

By knowing the schedule of the buses the management can plan the student schedules in a better way. This means better time management which will give the students a better academic fluidity.

Bus maintenance tracking

Trackers on the school buses can give the bus management systems the real time condition of the bus and notify them if any maintenance is needed. Maintenance practices of the buses can be improved by following the maintenance schedule reminders. Bus management can track the driver’s habits also and give them feedback so that they can improve the driving habits. This in turn means that the company will save money on repairs and fuel and be economically beneficial.

The streets are not safe for the children in today’s world and therefore school bus management becomes an important tool which help guarantee the safety and well being of the children.

Kids Faces 3 Types Of Math Errors And How To Prevent Them

When you are learning a new skill, do you do it perfectly the very first time? Do you know all the answers before you even begin? Of course not! The same is true of math. Learning math requires practice, and making mistakes is part of the process. But as I’ve shared before, making mistakes in math is a good thing, and can help kids learn and understand more deeply. Today I want to dive a little deeper, because all mistakes are not equal. There are different types of math errors that students make, and understanding how to prevent them and how to learn from them is essential.

types of math mistake

3 Types of Math Errors:
As I’ve thought about the different mistakes students of all ages make as they solve math problems, I’ve narrowed them down to 3 categories:

• Careless Errors
• Computational Errors
• Conceptual Errors

Careless Errors:

Careless errors occur simply because they are not paying attention, or are working too fast. Some examples might be:

• Copying the problem wrong to begin with
• Writing a wrong number
• Dropping a negative sign
• Sloppy handwriting
• Not following the directions
• Typing it wrong into their calculator

Here are some simple ways to help kids prevent making careless mistakes:

• Slow down

This seems obvious, but students are often in a rush to finish so that they can move on to something else. Rushing is the easiest way to ensure careless mistakes. Encourage kids to take it slow and pay attention to what they’re doing.

• Circle important information

Whether it’s a worksheet or word problems, circling important information will help students know what to do. Circling something in the directions will help them follow them correctly. Circling key information in a word problem will help them think through their strategy and make sure they don’t forget anything.

• Use graph paper

Using a sheet of graph paper to work out problems can be a really simple fix for kids who struggle with neatness. Graph paper allows kids to line up the numbers correctly and prevent sloppy mix ups.

Computational Errors:

The second type of mistake is computational. This means somewhere in the process they incorrectly added, subtracted, multiplied or divided.

Making one computational mistake in a multi-step problem means the rest of their work will be wrong and the final solution wrong.

As a classroom teacher, I always required students to show all their steps because if they used the correct procedure and showed me that they understood the concept, I was not too concerned about a small computational error.

Yes, that may have meant the “whole problem” was wrong, but to me, the final solution is not as important as understanding the concept and the process.

Still, we never want to encourage carelessness in computation.

Here are some ways to help students prevent computational errors:

• Slow down
• Check the answer after solving
• Use a calculator

Conceptual Errors:

Conceptual errors occur because kids have misunderstood the underlying concepts or have used incorrect logic. This is the most difficult type of error to identify at first glance. This is also the most difficult type of error for students to recognize, but it is the most important to catch and correct.
When students make conceptual errors, it’s possible that all the math computations are correct. If they’ve misunderstood a concept and thus used an incorrect method to solve, they can work out each step meticulously and correctly but still get the wrong answer.

Ways to prevent and correct conceptual errors:

Obviously preventing conceptual errors is not as easy or straightforward as careless or computational errors. And of course, all students will have varying degrees of understanding, and will struggle with different concepts
But here are a few things you can do to try and encourage conceptual understanding and prevent future conceptual mistakes.

• Introduce concepts in hands-on, conceptual ways
• Teach a concept more than one way
• Have math talks
• Use math journals

Top 10 Evidence Based Teaching Strategies.

learning

1. Be clear about what you want your students to learn: It is crucial that you are clear about what you want your students to learn during each lesson. The effect that such clarity has on student results is 32% greater than the effect of holding high expectations for every student. If you cannot quickly and easily state what you want your students to know and be able to do at the end of a given lesson, the goal of your lesson will be unclear. Clear lesson goals help you (and your students) to focus every other aspect of your lesson on what matters most.

2. Tell your students what they need to know & show them what they need to be able to do: You should normally start your lessons with show and tell. Put simply, telling involves sharing information or knowledge with your students while showing involves modelling how to do something. Once you are clear about what you want your students to know and be able to do by the end of the lesson, you need to tell them what they need to know and show them how to do the tasks you want them to be able to do. You don’t want to spend your entire lesson having the kids listening to you, so focus your show and tell on what matters most. To do this, have another look at your lesson goal.

3. Use questions to check that your students understand things: Research suggests that teachers typically spend a large amount of teaching time asking questions. However, few teachers use questions to check for understanding within a lesson. However, you should always check for understanding before moving onto the next part of their lesson. Techniques such as randomised sampling, student answer-boards and tell-a-friend help you to check for understanding before moving on from the show and tell part of your lesson while you can use other questioning techniques at different stages of your lesson.

4. Have students summarise new information in a graphic way: Graphic outlines include things such as mind maps, flow-charts and Venn diagrams. You can use them to help students to summarise what they have learned and to understand the interrelationships between the aspects of what you have taught them. Studies show that it doesn’t seem to matter who makes the summary graphic, be it you or your students, provided the graphic is accurate. Discussing a graphical summary is a fantastic way to finish off your show and tell. You can then refer to it one more time at the end of your lesson.

5. Give your students plenty of practice spaced out over time: As saying says, practice makes perfect. Practice helps students to retain the knowledge and skills that they have learned while also allowing you another opportunity to check for understanding. If you want to harness the potent power of practice, you must ensure that your students are practicing the right things. Your students should be practicing what they learnt during your show and tell, which in turn should reflect your lesson goal. Practice is not about mindless busy work. Nor does it involve assigning independent tasks that you haven’t previously modelled and taught. Finally, research shows that students do better when their teacher has them practice the same things over a spaced-out period of time.

6. Provide your students with feedback so they can refine their efforts: Feedback is the breakfast of champions, and it is the breakfast served by extraordinary teachers around the world. Put simply, giving feedback involves letting your students know how they have performed on a particular task along with ways that they can improve. Unlike praise, which focuses on the student rather than the task, feedback provides your students with a tangible understanding of what they did well, of where they are at, and of how they can improve.

7. Allow time for every child to succeed: The idea that given enough time, every student can learn is not as revolutionary as it sounds. It underpins the way we teach martial arts, swimming and dancing. It is also the central premise behind mastery learning, a technique that has the same effect on student results as socio-economic status and other aspects of home life. When you adopt mastery learning, you differentiate in a different way. You keep your learning goals the same, but vary the time you give each child to succeed. Within the constraints of a crowded curriculum, this may be easier said than done; however, we can all do it to some degree.

8. Get students working together in a productive way: Group work is not new, and you can see it in every classroom. However, productive group work is rare. When working in groups, students tend to rely on the person who seems most willing and able to the task at hand. Psychologists call this phenomenon social loafing. To increase the productivity of your groups, you need to be selective about the tasks you assign to them and the individual role that each group member plays. You should only ask groups to do tasks that all group members can do successfully. You should also ensure each group member personally responsible for one step in the task.

9. Teach students “strategies” as well as content: Earlier, I highlighted the importance of show and tell. You can increase how well your students do in any subject by explicitly teaching them how to use relevant strategies. When teaching children to read you need to teach them how to attack unknown words, as well as strategies that will deepen their comprehension. When teaching them mathematics, you need to teach them problem-solving strategies. From assignments and studying, to characterisation, there are strategies underpinning the effective execution of many tasks that you ask students to perform in school. And, just as with content, you need to tell students about these strategies, to show them how to use them and to give them guided practice before asking them to use them independently.

10. Nurture metacognition: Many teachers believe they are encouraging students to use meta-cognition when they are just asking students to use strategies – strategies such as making connections when reading or self-verbalising when solving problems. Don’t get me wrong, as I stated in the above point, encouraging students to adopt strategies is important, but it is not meta-cognition. Meta-cognition involves thinking about your options, your choices and your results – and it has an even larger effect on student results than teaching strategies. When using meta-cognition your students may think about what strategies they could use before choosing one, and they may think about how effective their choice was (after reflecting on their success or lack thereof) before continuing with or changing their chosen strategy.