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Who WE ARE?

We are located in downtown Belleville, 208-210 Front St. on the second floor (parking in the back), just beside the TD Bank.

More about Michael Maloney

Michael Maloney is the founder of Teach Your Children Well – a company specializing in remedial education and literacy for all ages. Michael has utilized 40 years of work experience, in both the private and public sectors, to pursue his dream of sharing his highly effective teaching methods with people around the world.

For the past 10 years, Michael has offered his expertise in behaviour management, direct instruction and precision teaching through his reading spelling and math curriculum. His methods for teaching effectively have taught 100,000 students to read well, so far. More than three thousand home schooling families in North America benefit from Michael’s Teach Your Children to Read Well series each year.

Michael’s proven ability to help students become high performing readers has the attention of parents around the world. His work has been widely used in private Learning Centres, in Public Charter Schools, as well as in the homes of foster parents, and home schooling families. Most recently, Michael has been helping to establish a school for autistic children in Hong Kong, China. His methods are proving to be highly effective, increasing the student’s ability to learn and focus while they become fluent in reading, language math and spelling.

Michael Maloney is also a Rotarian and is proud to offer his expertise as the founding chair of Literacy committee of his local Rotary Club in Belleville, Ontario. Michael and his committee have developed a catalogue called Rotary Reads, which consists of several literacy programs recently adopted by Rotary International to assist it’s 32,000 clubs world-wide, increasing the literacy skills of those who would otherwise not have the opportunity to read or have access to books.

The QLC Learning Model

In order to effectively teach anyone anything, there are a number of conditions which must be met. Begining with Section 1:
Please review the information below and click on the pie chart sections to reveal the 6 components of the QLC Model!

  • LEARNING OUTCOMES
  • MANAGEMENT
  • INSTRUCTION
  • measurement
  • DIRECTED PRACTICE
  • INDEPENDENT PRACTICE

A ROAD MAP: LEARNING OUTCOMES BEHAVIORAL OBJECTIVES

Behavioral objectives specify what it is the student can actually do when the entire process is completed. Direct Instruction, our chosen teaching method, already provides lists of outcomes in each subject area at each level as part of its program. These are then sequenced to provide the most efficient learning. The most common fault of behavioral objectives or learning outcomes is their failure to include an easily measured result. Clearly measurable outcomes show progress, indicate problems and provide accountability. When observable measures are absent, inferred, or unclear, objectives usually become a disregarded laundry list of goals for which no one is responsible.

KEEPING CONTROL BEHAVIOR MANAGEMENT

The second slice of the pie-chart deals with getting the student under instructional control. The most effective method is to make the student successful by teaching quickly and well and by providing feedback and rewards for diligent effort and for successful work. Much of this can be accomplished with the judicious, immediate use of praise for specific behaviors; the setting and following of simple rules; the acknowledgment of appropriate behavior with praise; providing preferred activities or with points that can be used to earn privileges.

EFFECTIVE INSTRUCTION

The third piece of the pie involves the actual teaching method used in the QLC Model. Direct Instruction, a teaching method developed by Siegfried Engelmann and his colleagues at University of Oregon has proven itself to be the most effective instructional method available for teaching basic and advanced skills in reading, writing, spelling, math and language development. Its power and success is demonstrated in many hundreds of studies over a twenty-five year period of exhaustive research. Nothing else comes close.

MEASURING ACHIEVEMENT PRECISION TEACHING

This elegant and easily used measurement system gives the teacher and the learner immediate feedback of progress, problems and possible options. Precision Teaching offers performance standards, practice options, remedial alternatives and a consistent method of recording, analyzing and making decisions on student performance. Precision Teaching was created by Ogden Lindsley at Kansas University. It was used in thousands of classrooms in a major educational study, the Sacajewea Project, with spectacular results. Precision Teaching takes a timed sample of the learner’s specific performance, like oral reading, compares it to other samples of that task and provides a comparative graphic measure of the pace and quality of that attempt.

DIRECTED PRACTICE

Directed practice is done under the watchful eye of the teacher to ensure that the student is getting correct answers and not practicing errors.

INDEPENDENT PRACTICE BUILDING FLUENT BEHAVIOR

Once the student knows how to do a task, s/he needs enough practice to make it his/her own and not forget it. Practice is repeated until the student performs the task at fluent levels. Fluency is defined as performances within a range of frequencies in a given period of time with a given range of incorrect responses. (e.g. The student reads a story orally at 200-250 words per minute with no more than 2 errors.)

"If your child is having problems at school, run, don't walk to QLC Educational Services. It was miraculous for our son."