Journal of the Effective Schools Project, Volume 2, 1995 Page: 7
36 p. : ill. ; 28 cm.View a full description of this periodical.
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Participating corporations underwrite the costs of op-
erating the learning center, including funds for mate-
rials, supplies and related implementation expenses as
well as providing employee volunteers to plan, super-
vise, and implement the instructional activities for the
corporation's selected learning center.
The project coordinator reports that an average of 260
students per week are participating, that the students
have been actively engaged in constructive learning,
and that teachers at Central Elementary have said that
students come to class ready to work. Comments
... "to teach a first grader for 1/2
hour in the morning is an awakening
experience and better than the first
cup of coffee."
about Bridges can be heard during the day from
students. One teacher reported overhearing one stu-
dent telling a friend that she could not talk to her at that
moment because she "was going to be late to Bridges."
A young boy was overheard saying that Bridges was
more fun than watching TV.
The Corporate participants also identify the program
as a big success. One volunteer said he was "surprised
by how much fun I am having, at how little money it
takes to make a fun program, at how much the children
like to learn, and how children respond when they are
asked questions!" This same volunteer also stated that
"to teach a first grader for 1/2 hour in the morning is
an awakening experience and better than the first cup
of coffee." Another corporate participant reported that
"this has been a positive experience for me to see such
enthusiastic, eager, sweet children."
To all participants and observers, the Bridges program
at Central Elementary appears to be providing positive
experiences for everyone involved-the community,
the volunteers, the observers, and most importantly
for the students. Plans are currently being formulated
to begin the next school year with Bridges. Everyone
agrees this program, indeed, provides bridges be-Stephenville Students
Contribute to "Expressions"
by L. Simpson,
Stephenville Jr. High School
For the past three years, Stephenville Junior High
students have had an opportunity to submit their
poetry, historical narratives, short stories, essays, and
art work locally for publication-an on-campus an-
thology, Expressions. In the first year, the Language
Arts teachers typed, and copied the material submitted
by the seventh and eighth grade students. They also
assembled the 120 page booklet
The title, Expressions, was chosen by a panel of
teachers following a contest among the students. Each
year, a cover design has been submitted by the stu-
dents. The top four entries, as well as the winning
entry, were included in the anthology. After the great
response from students, parents, administrators, and
school board members, the department has been able
to receive budgeted money to continue to publication
of Expressions. Stephenville ISD Junior High Princi-
pal, Paul Henderson, reported, "Students' entries each
year offer excellent opportunities to display their good
works."
Success Secrets of Good Learners
Good learners mentally talk to themselves. It's part of
their success in learning. Their most useful lines are:
* I can learn and improve;
* I love to learn and get better;
* If I stick with it, I'll get it;
* I'm going to turn this mistake into a lesson;
* It doesn't have to be perfect;
* It's okay to admit I don't know and to ask
someone who does;
* I can't get better unless I try;
* I'm getting better;
Questions that learners ask themselves are:
* How can I improve?
* What did I do right that I want to repeat?
* What can I learn from what happened?tween the community, the school, and the students. Me
Martin Seldman
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Tarleton State University. Effective Schools Project. Journal of the Effective Schools Project, Volume 2, 1995, periodical, 1995; Stephenville, Texas. (https://texashistory.unt.edu/ark:/67531/metapth201679/m1/11/: accessed April 24, 2024), University of North Texas Libraries, The Portal to Texas History, https://texashistory.unt.edu; crediting Tarleton State University.