Fun Elementary Lessons - Use Surprises and Silliness to Motivate the Student

A fun way to motivate a student is to pack your lessons full of surprises and silliness. Positive emotions enhance learning and motivation. Your boys will have strong and lasting memories if they are experiencing strong emotions while they are learning.

If you can make something fun, exciting, happy, loving, or perhaps even a bit frightening, students will learn more readily and the learning will last much longer. Emotions can be created by classroom attitudes, by doing something unexpected or outrageous, by praise, and by many other means. Surprises and silliness make lessons so much more memorable for your boys!

Fun elementary lessons could begin with you teaching the class in period costume, acting like a mad scientist when you are doing a science experiment, or having everyone sing their answers. Don't be afraid to embarrass yourself to make a memorable point.

Try motivating your students by using these surprises and silliness techniques:

• Be Energetic - Being energetic in your teaching is a motivating factor in itself; adding energy to the ideas you want to convey will further enhance learning and commitment to the ideas.
• Catch! - Throw soft candy, like circus peanuts, into your students' mouths if they get the answer right.
• Crafts - Let your kids have time to make a fun and unusual craft. This is good for their imagination as well as giving them a break from their traditional book work.
• Dancing - Jump up and start dancing during a lesson. Your boys will jump up and join you - it's a great way to get the wiggles out as well as to get the blood pumping when the boys are acting lethargic.
• Enthusiasm - If you become bored or apathetic, students will too. Typically, an instructor's enthusiasm comes from confidence, excitement about the content, and genuine pleasure in teaching. If you find yourself uninterested in the material, challenge yourself to devise the most exciting way to present the lesson.
• Humor - Allow your boys to express humor in appropriate ways and at appropriate times. Acknowledge your son's skill at being humorous. Sometimes, you just have to have a sense of humor about a boy's sense of humor. Don't allow yourself to become annoyed at their antics - be in the right frame of mind and they will brighten up your day.
• Mud - Let your sons put on bathing suits and roll around in a bunch of mud if they do their schoolwork well that day. And let them run through the sprinkler to get cleaned up again.
• Music - Sing their lessons to them. You can also accompany yourself on a musical instrument that you have at home - whether you know how to play the instrument or not. Have your boys join you in singing the lessons as well.
• Outside - Move their desks or table outside without them realizing you've done so and have them do their lessons outdoors for the day. This is a great spring or fall surprise!
• Pies- Let students throw a pie in your face if they get 100% on a test.
• Play Dead - Have a guest come in a play dead and let your sons solve a murder mystery. This will help to strengthen their reading and logic skills.
• Strange Voices - Use strange voices when you are teaching the lesson. Or, allow your boys to use silly voices when they give their answers.
• Stunts - This is a great way for Dad to get involved with homeschooling. Have him offer to have his head shaved or to run a marathon if they achieve a certain level of work.
• Visual aids - Use silly pictures or cartoons to get across the point of the lesson.

Different approaches will motivate students differently. Use your imagination to continue to try new ideas out on your boys, until you discover which methods work best for them. Fun elementary lessons motivate students and help them to remember the information longer as well. Add surprises and silliness to your lessons and bring the fun back into your boys' learning.

http://www.homeschool-your-boys.com/surprisesandsilliness.html

Michelle Caskey has been homeschooling her sons for five years. Michelle graduated from the Western Michigan University with a degree in English and Computer Science. Read more of her homeschooling articles at http://www.homeschool-your-boys.com

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Tiered Activities - Give Students Choices

Give students a choice of literacy-related activities that each one can meet at his or her own level. To insure that you ask all students to think at high levels, invite students who choose projects that feature art, movement, or drama to make a class presentation and link their project to some of the big ideas you want students to understand. What follows is a list of choice projects my middle school students enjoy.

POSTERS. Students can design posters to advertise a completed book and its author. Have them include bulleted reasons why the book is a terrific read or why they disliked it.

GRAPHIC TEXT. Invite students to turn a scene from their book into a cartoon putting all the dialogue into speech bubbles. During their presentations, students explain why they selected this scene, and how it related to the genre, issues, or themes their class has been discussing.

ADVERTISEMENT. With students study ads for books in magazines such as The Horn Book and School Library Journal. Next, have students create an advertisement for a book you've enjoyed and share it with classmates.

BOOK TALKS. Each month you can ask students to choose a book they've completed and present a book talk. Book talks can focus on explaining a genre, showing changes in a character, making personal connections to a character, or explaining the importance of the information in a nonfiction text. Keep book talks short and focus--2 to 3 minutes.

TIMELINES. Have students select four to six key events in their book. They can focus on a specific character, several settings, or key plot events. In addition to illustrating the timeline, students can also write captions for each illustration. As part of their presentation, students can explain how their timeline showcases a theme or big idea they found in their book.

STUDENT-LED BOOK DISCUSSIONS. Organize students into small groups, giving each student a chance to talk about his or her independent reading book. Instead of having students retell the plot, ask them to choose an open-ended question such as: What did your book teach you about the issue we've been discussion? Did the book change your mind about the issue? How is the information in this book important to your life? To your community? To the world? Did a character in this book connect you to your own experiences? Explain. Explain how the main character solved a major problem? Would you have done this differently? Explain.

DRAMATIC MONOLOGUES. Have students choose a character and imagine what it is like to be him or her. Ask students to write about two important events in the character's life, including the character's thoughts and feelings, using the first person. Students can then perform their monologues for the entire class. Monologues are a great segway to whole class discussions for the student-audience can share their observations and and ask questions of the presenter.

INTERVIEW. This works well if both students have read the same book. Partners create interview questions based on the plot, characters, conflicts, decisions, and take turns being the interviewer and person being interviewed.

MOVIEMAKING. Have a small group of students choose a scene that they can act out and film with a video camera. Students get to know their characters as they translate them from the book to the camera and screen Groups share their videos with the class. Individuals can make movies of a favorite scene in a book by drawing movie frames on shelving paper. The presenter unrolls the scroll, frame by frame and discusses the event.

POWERPOINT PRESENTATIONS. Ask students to choose four to five important events in a character's life and create a PowerPoint presentation to share with the class. Students can include both images and text. Allow time for presenters to field questions from classmates.

TEXT MESSAGING BETWEEN CHARACTERS. Invite students to choose two characters from their book or two people from a biography who interacted a lot. Using their cell phone, students can create a series of text messages that these characters or people might have exchanged based on the events the characters or people lived through. Ask students to explain how they determined what these characters or people would text about. Have students create a hard copy of these text messages.

CREATE A BLOG. Set up a blog with a character's name and write responses to questions classmates ask using all the knowledge you have about that character. Or you can react to a book and/or author that peers have also read and invite them to start and continue a dialogue about the book or author.

Laura Robb is the author of "Differentiating Reading Instruction: How to Teach Reading to Meet the Needs of Each Student". Published in January 2008, it is the natural "next-steps" book to Robb's best-selling Teaching Reading in Middle School, published in 2000, which received rave reviews and continues to sell in large numbers. This new book reflects and offers ways to deal with the fact that middle school classes include students reading at a diverse range of instructional levels.

To learn more about Robb's books, classroom libraries, books that Robb Recommends, teaching and parent tips, to view her speaking calendar, and to contact her visit her web site at http://www.LRobb.com

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Resourceful Teacher - How To Reuse Worksheets For New Do Now Activities

Did you ever think about using those worksheets for Do Now Activities in the morning?

Those used worksheets can be utilized all week to teach or reinforce learned material or review. They can be used for different activities such as writing, reading comprehension, vocabulary building and more.

As teachers we have a tendency to copy lots of worksheets that are use only once. As I wrote in a previous article we know that Do Now Activities are very important in setting the tone of your class and establishing your class as one where students come to work and not waste time and goof off.

By utilizing used worksheets more then once it eliminates a lot of extra copy work and in turn saves trees. When teachers utilize used worksheets it enables us to show our class that even this small activity can impact the ecology by:

• saving valuable budget money for paper
• saving energy by not running the copy machine
• saving money on repairs of the copy machine
• saving money by not buying toner
• setting an example to students on conserving resources
• most important we are saving a very important natural resource trees

One of the easiest ways to start being a resourceful teacher in the area of reusing worksheets is to start using them for vocabulary building. Once a worksheet is used have the students make lists of nouns, adjectives, verbs or any other form of vocabulary lists from the worksheet. Once these lists are made you can do the following activities:

• using a list of nouns have them divide the list into common nouns by person, place or thing. Using the same list have them divide them in proper nouns and give you the common noun that goes with the proper noun.
• Using the list of adjectives have them partner the adjective with a noun to describe it.
• using adjectives have them write synonyms, and antonyms for each one
• using a list of verbs have them write the verb in different grammar tense then us in a sentence.

Even if you are teaching a foreign language these activities can be used:

• if you teach Spanish have them use these lists for translation activities
• then have them use the words in sentences
• have them convert those sentences into the past tense or future test.
• if you are using verbs have them write those verbs in the form of the eight pronoun for example hacer; yo hago, tu haces, el hace, ud. hace and so on.
• if you are using a list of nouns have them divide the list into common nouns by person, place or thing.
• Using the same list have them divide them into proper nouns and give you the common noun that goes with the proper noun.

Using the list of adjectives have them partner the adjective with a noun to describe it.

These are just a few activities to get you started there will be more to come. Just wetting your teacher whistle. Happy teaching.

Written by a veteran teacher of 32 years who hopes to give new teachers tried and true strategies that work. Come join me at http://www.squidoo.com/resourcefulteacher and look for the educationfiary.

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Amusements in Mathematics - A Timeless Classic of Math Puzzles

Henry Ernest Dudeney, English author and mathematician, became a legend with his math puzzle creations. He specialized in logic puzzles and math games. One of his greatest and most noted achievements, however, is his book, Amusements in Mathematics.

Amusements in Mathematics is one of the largest collections of puzzles with 430 brainteasers. All of the puzzles contained within the book are based on algebra, arithmetic, permutations, probability, plane figure dissection, properties of numbers and other mind bending math puzzles and math brain teasers. Critics hail it as "intriguing" and "witty." Amusements in Mathematics is said to be a "paradoxical production of one of the world's foremost creators of puzzles." It includes the puzzles as well as complete solutions.

Dudeney always had a passion for mathematics. He voiced his views very liberally. "A good puzzle should demand the exercise of our best wit and ingenuity," He said, "and although a knowledge of mathematics and of logic are often of great service in the solution of these things, yet it sometimes happens that a kind of natural cunning and sagacity is of considerable value."

When Dudeney wrote the preface to Amusements in Mathematics, he expressed his own views and opinions on puzzles in general. He also made several comments about puzzles that were in the book.

The difficulty of the math puzzles, according to Dudeney, were quite varied. Some math puzzles, particularly the ones that fell into the arithmetical and algebraically categories were very easy. He did warn his readers, though, that they should not overlook or dismiss puzzles that appeared on the surface to be very simple. He alluded to some of the math brain teasers as having traps or sublet pitfalls that could add a twist to the puzzle, giving it a degree of complexity and difficulty.

Dudeney also warned his readers to read the wording of the puzzles very carefully. He indicated that it would be in the reader's best interest to be prudent and wary when reading over the exact wording of the puzzles. He believed that this was a good exercise and a very good habit to cultivate. His beliefs were that it teaches exactitude and caution. Thus he added some twists and turns to the wording of his math puzzles to give his readers a little extra challenge.

The difficult math puzzles, according to Dudeney, could be quite challenging and some of the problems were, in his words, "very hard nuts indeed." His more challenging math puzzles, he explained, were advanced enough to warrant the attention of even expert mathematicians. And in some cases, even these expert mathematicians were left scratching their heads over some of Dudeney's math brain teasers.

Dudeney left his readers a vast selection of math puzzles so that there was something for everyone. He wanted readers to select puzzles in the book according to their individual taste. This resulted in a well rounded book that has math puzzles that are appropriate for nearly every member of the family. There are the simple problems for the youngsters and exceptionally challenging ones for the older more advanced family members.

Amusements in Mathematics by Henry Ernest Dudeney is a timeless classic. It is appropriate for family night, in the classroom or in a meeting of college professors. There is something to appeal to every taste and mathematical level. What's more, it is an entertaining, educational book that reminds us, even today, that math is fun.

Rowan Shead
http://piratesmath.com/

Amusements in Mathematics
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Amusing Math Puzzles of Henry Dudeney will have you Pulling your Hair Out
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4 Qualities You Need Have If You Want To Be A Great Teacher

Teaching is a difficult job and becoming a great teacher is almost a thousand times harder.

That is the simple reason why we can remember great teachers - they are as valuable and as rare as pink diamonds.

Overworked but underpaid, these great teachers view their calling as an opportunity - not as an obligation. They believe that to associate with young people is a rare privilege, to teach them is an inspiration and to lead them into a better future is a joy of the profession.

If you want to be one of those great teacher, here are the 4 most fundamental qualities you must have.

Have Sympathy

To have sympathy for your students is to have the ability to live, at least momentarily, in their life. A great teacher can re-live the memory his own childhood or has the power of imagination to see things through the eyes of his pupils.

A great teacher also take a matter of concern in the affairs of his students. To succeed as amazing teachers, we must have a strong passion to to help them. And that sometimes involves the actual doing of something by way of service.

Be Sincere

People say children and dogs are the great judges of sincerity. Guess what? They are absolutely correct. A great teacher is sincere in his work, believes in what he teaches and will do his best effort to the task in hand.

His class is his greatest concern, he meet his students because he loves teaching them and will always be available for counsel at any time. Because he is sincere in his work - he teaches with enthusiasm.

Be Optimistic

Optimism is contagious.

Look for the good things in your students. Even the weakest or the naughtiest one have some admirable qualities in them.

Be friendly, do not be so serious in your job that you forget to be human. Yes, too much friendliness can be used by the students as a license for mischief. However, great teachers know when to exert order and when to apply cheer.

Remember, cheerfulness is the best key to the human heart.

Have Vitality

The days where a stern teacher is respected has been long gone. Not having enough role models, young kids nowadays demand a teacher or leader who is energetic and enthusiastic . A great teacher fills in the role perfectly.

He knows that children like to have a teacher who the have a certain vigor of attack that appears to go directly to the point, putting at rest all other things and making discipline simply unnecessary.

That is what 20th century students seem to like.

There are many other contributing factors that make a great teacher. However the above four steps are believed to be the key or fundamental to be one. Follow the steps, acquire the abilities and one day you will also be a teacher that your students may remember for their entire life.

If you need some inspiration to be a better teacher, try some inspirational quotes for teachers . For your students try some inspirational quotes for students

You can get all these at the inspirational and motivational quotation site - the My-Inspirational-Quotes.com

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Teaching Patriotism in Elementary Schools

Patriotism is a growing concern in our nation today. One of the ways to teach children patriotism is to have them be in an informative play or program. Many schools and teachers are looking for programs to fit this description that are easy to put on and take very little practice time to present. With all the teaching and testing that teachers are required to do for the “No Child Left Behind” idea. It has left them with little time to do the creative programs for their students. Even though these are the activities that children will remember they are the ones that are being eliminated from schools.

Patriotic programs also need to teach and educate students in a creative way about their country. The programs or plays show them just what a priceless gift freedom is for them to celebrate and embrace. Teaching them about respect for their flag, country and other patriotic symbols such as the Statue of Liberty, The Liberty Bell, The Washington Monument, and the Lincoln Memorial is important for patriotism to take root in young children.

There are many holidays that students could participate in patriotic programs. Just a few are Constitution Day in September, Veterans Day in November, Election Day, in November, Pearl Harbor Day in December, Columbus Day in October, Martin Luther King Jr. Day in January, Presidents Day in February, Memorial Day in May, and of course July 4th in July. All of these times are special events that call for some patriotic program and it helps us appreciate our freedom more. Another more recent day is 9/11 in September to remember those people who serve our country

Nothing instills patriotism more than a good patriotic song. There are so many on the market today that it is not hard to find something to fit any patriotic program. Another must for a patriotic program is a good power point presentation showing our flag, or maybe even all the flags that have flown over the United States. A good power point can make students feel how important that flag really is to them. One of the things that I like in programs to teach patriotism is to always start the program with the scouts posting the Colors of the United States of America. One years we had taps played and the students really enjoyed that, also.

To summarize some of the most important parts for a patriotic program is:

Take the time to do a patriotic program at least one a year

Talk about the symbols that represent our country

Choose an appropriate day to celebrate

Include patriotic music

Include pictures

Post the Colors and Retrieve the Colors of the United States of America

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DO YOU WANT TO MEET, DATE, MARRY A MILLIONAIRE

Relationship author reveals "101 Hottest Places To Meet A Millionaire." Gain a competitive advantage in the dating game and meet the man of your dreams. Click below for more information.

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Teaching Preschool - Patience, Expectations, and Fun

"Not While I'm Wearing the Hat"

Teaching preschool is never a walk in the park. One moment you're trying to sooth a crying child while tearing apart two others who are fighting over the last black pipe cleaner for their art project. For this reason, teaching preschool requires a never-ending supply of patience balanced with enough authority to get the kids to listen.

One great way to keep from being interrupted when teaching preschool is to use a visual focal point to remind the children not to speak, such as a hat. Unless children are bleeding, they cannot speak while the teacher is wearing the hat, even to ask a question.

This helps to teach restraint and patience, as well as the value of listening to others. The hat could even coincide with the theme of the month, such as a Santa hat around the holidays and a baseball cap in the spring.

Great Expectations... but not too great

When teaching preschool, remember to develop expectations specific to each child as opposed to the notion of where they should be developmentally. Some children are able to wait five minutes for something whereas others can only sustain one minute of waiting before their attention wanders. Similarly, some children are out like a light during nap time while others simply will be unable to fall asleep, especially at the beginning of the school year.

When a child succeeds in meeting or exceeding their own set of expectations, always make sure to reward them with positive reinforcement, which is the key to both behavior guidance and the prevention of negative behaviors. And positive reinforcement doesn't just have to be kind words either.

For example, the child could be rewarded by being allowed to sit at the teacher's desk for the remainder of the class. Or they could be permitted to bring their favorite classroom toy or game home for the night. This teaches the child a sense of responsibility in remembering to bring the toy back the next day.

Another great reward for good behavior can be that the child gets to choose which story is read during story time, or what craft everyone gets to do after lunch. By being allowed to make choices for the entire grow, the child is endowed with a sense of group responsibility.

Finally, another great reward for positive behavior is to phone the child's parents, preferably in front of the child just to let them know what a great kid they have. This will make the child feel special since the teacher is taking time from their busy day just to deliver a compliment to the person which most children are trying hardest to impress.

The Golden Rule: Have Fun!

Speaking of delivering compliments, make sure not to forget about supporting the other members of the teaching staff and parental volunteers. A little thank you now and then will go a long way. And at the end of the day, the most important thing to remember when teaching preschool is to have fun. When the children can sense that the teacher is having fun, they too will share in this sense of amusement.

Mary Robinson has been teaching preschool for well over a decade. You can get instant access to her preschool activities, crafts, and lesson plans by visiting her website:

http://www.preschoolwhiz.com

For a limited time, all visitors to Mary's site will also get a free copy of her special report: "The 7 Biggest Mistakes Preschool Teachers and Parents Make". Go get your free copy today!

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Orlando Schools Sue Parent for Blog Postings

Orlando schools have been a victim of the information age. In a recent news item, it was revealed that the New School of Orlando is suing a parent for comments posted on the parent's blog about her daughter's treatment while attending kindergarten there. The school is alleging that the parent's statements caused enrollment to drop and that the school should be compensated for damage to its reputation. This one case raises the questions of how personal opinions on the Orlando schools can and should be shared.

Can One Person's Blog Make a Difference at Orlando Schools?

If enrollment at this school dropped because of statements made by this parent, how can the school prove it? Or how could any Orlando schools if it happened to them? It's almost impossible to track how and why parents choose to enroll or pull their children from various Orlando schools. But the pressing question is really whether parents should be prohibited from sharing opinions of Orlando schools online.

By its very nature, a blog is someone's personal observations and opinions posted on a website. Please note that I said "personal." I have no way of knowing if what this parent posted on her blog was true or not. But she believed it. I would hope that no child attending the Orlando schools would be treated with a lack of respect, as was stated on the blog in question. I also hope that no person working at the Orlando schools would think it was appropriate in any way to threaten a parent who had something to say about the school that officials didn't agree with. But reality is that when you have as many families in an area as there are in Orlando schools, someone's going to be unhappy.

Freedom of Speech and Orlando Schools

One idea is that students at Orlando schools (and elsewhere) have the freedom of speech to express their opinions. They should also be discussing the concept of censorship and at what point it is appropriate to tell someone that they can't express their opinion, or if this is ever appropriate.

If what this parent wrote in her blog is not simply giving her opinion about her child's treatment at this Orlando school and her allegations are true, then shouldn't the public be informed of these facts? The institution involved in this case was a private school not part of the public Orlando schools. Yet whether she is or not, her opinion may be helpful to other parents, and my even force Orlando schools to improve.

I don't know whether this blog simply listed this parent's experience with the school or whether she actively discouraged other parents from enrolling their children at this particular school. Maybe she lambasted Orlando schools in general. No matter what, she has a right to her opinion. And as an Orlando schools parent, I want to know what other parents have to say.

Other parents may send their children to this same Orlando school and be quite happy with how the place is run. This woman has the right to express her opinion about any topic she chooses, whether online or elsewhere. Anything else is censorship and has no place in a democracy.

Patricia Hawke is a staff writer for Schools K-12, providing free, in-depth reports on all U.S. public and private K-12 schools. For more information please visit Orange County Florida Public Schools

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Public School Teachers - A Lesson in Mediocrity

If the American Public School system were a corporation it would be sued, and then closed for bankruptcy. Its product is crap, its bureaucracy is bloated, and its rank and file is more concerned about their benefits, seniority and pension than excelling. The teachers make the average united auto worker of the eighties look like employee of the year. And while the UAW worker is now paying for their lackadaisical attitude the teacher can go on, thanks in no large part to their own union, indefinitely. But that is not surprising when you look at the make up of your average public school teacher. As a student they went through school with the lone talent of being able to regurgitate the teacher's lesson, never a creative thought in their head. Their idea of human achievement was earning the perfect attendance record for the semester so they could hang it on their wall. They were ignored by their fellow students who enjoyed pranks, challenging authority, dreaming of leaving school, and pursuing careers with passion and dedication. When looking for careers, future teachers had to look no farther then those under achieving adults that patted them on the head like a faithful dog, thier current teachers. Where else could such mediocre clods have power over thirty individuals at once? Certainly not in a boardroom, or leading a seminar, that would be facing adults that have achieved things in their life. Instead these poster children of mediocity discover rather early in life they have nothing to offer their classmates, in fact their fellow man. They do not possess original ideas, they do not posses an ability to make life long friends, and they do not posses the ability to be a constructive teammate. So they seek out others who are lacking in these areas that make people human, public school teachers. Many times forming improper but usually relationships.

The public school teacher is a sanctuary for the mediocre. It does not require any effort, it does not require any talent, it does not require any vision. The requirements are to stay one page ahead of the students, most of whom have no interest in the subject being taught because it in no way relates to anything in their life. And it requires them to reward the kids that fit neatly inside the bell curve of average. Kids that learn differently, have different interests, act out, are to be identified, isolated, and labeled. In short any kid that demonstrates abilities that might become future leaders, are to be ostracized, and/or medicated. If you are bored or disruptive sitting in class, then there will be meetings, diagnostic exams, and you will be classified with A.D.D. or some other disorder. It is never a requirement of the school to change their direction. They are stamping out Model T's only.

For the mediocre these youngsters are a challenge to their authority, and that will not be tolerated. They are the same kids that taunted them back when they were in school, made fun of their joy when receiving that gold star, that pat on the head, for making the teacher smile.

There are a few teachers that do have something to offer. Generally these folks went out to achieve something in the adult world, and then returned to share their knowledge with the kids. They themselves have learned something in their life, and want to share this knowledge, and inspire today's youth. Their efforts while just a drop in the bucket should be commended. It is a decent and proper thing to do, and it shows today's youth well rounded adults do exist.

The mediocre teacher left high school, straight for an under achieving state college, that offers education as a major, and then quickly returns back to high school, this time at the front of the class. What do these people have to teach? What do they have to offer high school students? Nothing? They have no life experience, they have not challenged themselves. They have nothing, except one page ahead in the book.

And the only students they relate to? Those just like them, oh the joy of that perfect attendance record. You know who you are you pathetic dolts.

Mac McMann writes from the male point of view at http://www.manslant.com

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Teacher Next Door Program

Good Neighbor Next Door Program or the Teacher Next Door Program is a unique federal government sponsored home loan program applicable to state-certified classroom teachers in grade K-12. The teacher should be a full-time employee at a public school, private school or a federal, state, county or city educational agency.

Under this program, HUD-acquired single-family homes are offered to teachers at half the purchase price. Homes offered under this program are located in HUD-designated Revitalization Areas and are typically in low and moderate-income neighborhoods. Single-family detached homes, condominiums and townhouses are also included under this program. The loan amount should be utilized for purchasing a home located in these revitalization areas. A teacher should purchase one that is located around the school in the same district or jurisdiction in which he/she is employed.

Revitalization areas contain many vacant homes that were previously insured through the Federal Housing Administration (FHA) and then foreclosed due to the inability of borrowers to make mortgage payments. In most cases, these are the homes that are offered to customers under the Teacher Next Door Program. These houses come at a discounted price and require a minimal down payment equivalent to $100. Interest rates on the mortgage loans are low and repayment terms are flexible. HUD contains a list of such houses. Hence, there is no need for real estate brokers and agents.

However, there are certain restrictions under this home loan program. The applicants must be citizens of the US and should be the primary resident in the purchased home for at least 3 years. Till that period, the teacher must be employed in the same school. Once the 3-year period is complete, the teacher has the option of selling the property and keeping the profit after clearing the loan.

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What Schools Look for in a Teacher

When a school searches for a new teacher, they already have an image of the teacher they want. Every school has certain qualities they feel a teacher must have to be successful. Those qualities can be many things depending on the needs and location of the school. While the qualities that each school considers important may vary, there are usually shared qualities that all schools would consider important.

The experience or background of a teacher is the most important quality a school looks for so your resume should highlight the qualities they are looking for. If they are looking for an ESL teacher for kindergarten students, it may be best to highlight activities that you have initiated and prepared at your previous positions. In addition, if you are looking at a position for a content subject such as science, highlight your knowledge and education in that area. This is especially important if you are a new teacher with little or no experience. Regardless, you should also have all academic qualifications available for the school to preview before you go for an interview. Most schools want to review the qualifications while considering applicants and will sometimes pass on teachers who don’t submit these items for review when applying. Each school is unique so the best thing would be to have a cover letter that speaks to that school and the position they are looking to fill. Don’t just have a blanket letter and resume that you mass mail to any potential school in the hopes of gaining employment. It may be beneficial to have a list of professional highlights that you can copy and paste into a cover letter based on the requirements of the position.

Another important consideration for schools is the personal qualities of a teacher. Most schools are looking for a long term commitment from a teacher so they want to make sure that teacher will fit within their school. The obvious qualities that come to mind are personable, positive and flexible/patient because these qualities will carry over into the classroom with your future students. In addition, the school will look at a teacher’s qualities with regards to their professionalism because there is much that is required outside of the classroom. In other words, they will want a teacher that is organized and committed. If they feel that the teacher can’t be depended on, they may not consider them a viable candidate. One of the things that may highlight a teacher’s lack of commitment is a resume that shows numerous teaching positions over a short period of time. Remember that you will not be judged strictly by your qualifications but on the sum of who you are as an individual.

The factors that go into a school’s decision to accept a teacher are varied and many so it is impossible to cover them all. Regardless, cover the basics looked for in any teacher and identify the unique characteristics or qualifications of a particular position. Remember that looking for a teaching job, like many other employment searches, is about selling yourself and the best way to do this is by identifying what the employer wants.

The following is an abbreviated list of characteristics posted by a teacher in response to a UNICEF request to “What makes a Good Teacher?”:

Positive - Thinks positively and enthusiastically about people and what they are capable of becoming. Sees the good in any situation and can move forward to make the most of difficult situations when confronted with obstacles. Encourages others to also be positive.

Communicative - Shares with others in a manner that encourages effective two-way communication. Communicates personal thoughts and feelings on a wide spectrum of issues and can listen to students in an empathetic manner, assuring each that conversations will be held in confidence.

Dependable - Honest and authentic in working with others. Consistently lives up to commitments to students and others. Works with them in an open, honest, and forthright manner.

Organized - Makes efficient use of time and moves in a planned and systematic direction. Knows where he or she is heading and is able to help students in their own organization and planning. Can think in terms of how organization can be beneficial to those served.

Committed - Demonstrates commitment to students and the profession and is self-confident, poised and personally in control of situations. Has a healthy self-image. Encourages students to look at themselves in a positive manner, careful to honor the self-respect of the students, while encouraging them to develop a positive self-concept.

Motivational - Enthusiastic with standards and expectations for students and self. Understands the intrinsic motivations of individuals, and knows what it is that motivates students. Takes action in constructive ways.

Compassionate - Caring, empathetic and able to respond to people at a feeling level. Open with personal thoughts and feelings, encouraging others to do likewise. Knows and understands the feelings of students.

Flexible - Willing to alter plans and directions in a manner which assists people in moving toward their goals. Seeks to reason out situations with students and staff in a manner that allows all people to move forward in a positive direction.

Knowledgeable - Is in a constant quest for knowledge. Keeps up in his or her specialty areas, and has the insight to integrate new knowledge. Takes knowledge and translates it to students in a way which is comprehensible to them, yet retains its originality.

Creative - Versatile, innovative, and open to new ideas. Strives to incorporate techniques and activities that enable students to have unique and meaningful new growth experiences.

Patient - Is deliberate in coming to conclusions. Strives to look at all aspects of the situation and remains highly fair and objective under most difficult circumstances. Believes that problems can be resolved if enough input and attention is given by people who are affected.

You can also practice answers to typical teacher interview questions like the ones on the following sites:

Virginia Polytechnic Institute
Resumes-For-Teachers

Michael G. Hines is the founder of http://www.TotalESL.com, a free resource helping the ESL/EFL community for jobs, resumes, schools, resources, yellow pages, classifieds, information and lessons. There are even free user blogs and chat!

Article Source: http://EzineArticles.com/?expert=Michael_Hines

SAT Essay - 8 Ways To Write A Great Introduction

You can't afford to have writer's block since you only have 25 minutes to write your SAT Essay. So to help my students put pen to paper faster I created these 8 techniques for creating a compelling introduction quickly. Try them and they'll help you too.

1. Understand the prompt first

The number one thing you must do to write a great introduction is to make sure you know what you are writing about first. The biggest mistake I've seen in scoring SAT Essays is that many students misread the prompt. To avoid this I have my students underline or circle important words and phrases to make sure they have truly digested the prompt. I suggest you do the same.

2. Use an analogy or metaphor

Analogies require creativity. A trait that SAT Essay graders love to reward. For an essay in which the prompt was "Is it true that to make progress people must make sacrifices?" A student created the following analogy,

"To climb a mountain a person must struggle and strain. And this is the case with any worthwhile goal..."

3. Tell a brief anecdote

You can create an engaging introduction by telling a brief (1-2 sentence anecdote) such as the following.

When I trained for my first marathon it was difficult and often painful. But I wanted to have the accomplishment of running 26.2 miles so I did it anyway. To make progress in life requires sacrifice.

4. Use a quote that was not used in the prompt

It is useful to memorize quotes that you love. You never know when they can come in handy on the test. For example for the essay topic "Do mistakes lead to growth?" one of my students wrote

Someone once asked Edison, "how can you feel good about your work, having failed nine-hundred and ninety-nine times to make a light bulb?" To this Edison replied, "I have not failed so many times, I have merely learned nine-hundred and ninety-nine ways not to make a light bulb. Why did Edison react this way? Because he knew that mistakes are always experiences that lead to learning and growth."

This was a great quote to begin his essay with and would definitely impress SAT Essay graders.

5. Mention a topic in the news

SAT Essay Experts will often say to stay away from news in the body of your essay. And they are right. However, in the introduction it can be very useful IF you have the facts straight AND it's even better if it is a news story that isn't well covered. If you use this idea make sure it clearly fits the topic.

6. Make up an anecdote using very specific details

I don't recommend this as you don't need a creative introduction badly enough to take the trouble to make one up. I had a student insist on trying this and his were so bad at first anyone could guess they were fictional. Finally, however he started to put details that were so specific that I couldn't tell if it was real or not. So you can fool graders if you want to but I don't recommend it.

7. Use a cliche in an inventive way

Most books and articles on writing say to stay away from cliches however, it's a secret of professional writers that if you change a cliche it captures people's attention.

One student used the following cliche to make a great introduction for the topic "Which is a better indicator of a person's true character, their actions or their words?"

"A picture tells a thousand words" is a saying that applies to the newspaper industry but which also applies to people. The picture created by a person's actions tells us a thousand words about him or her and goes much farther than words do in telling us about a person's true thoughts and feelings. Several examples from literature and history demonstrate this point.

Using the cliche "A picture tells a thousand words" to make the point that actions speak louder than words is very unique and very powerful.

8. When all else fails just do a quick summary of what you will cover in your essay

Make sure you clearly state your thesis and state which categories of information your examples are from

For example, "Examples from history, literature and science will prove that people care far too much about what others think of them."

Most of all remember, you do not need to write an impressive introduction so badly that you sacrifice the rest of your essay. In fact I taught my students to write great body paragraphs first as these are just as important. Then when they could write them quickly I taught them how to write great introductions and powerful conclusions.

Rodney Daut is a former public school teacher, SAT instructor and author. Did you find these tips writing the SAT Essay useful? You can learn a lot more about how to write well for the SAT Essay by visiting SAT Essay.

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Classroom Management - How to Handle Minor Classroom Management Problems

As a full-time middle school teacher as well as a part-time adjunct education professor, I know quite well how important it is to have strong classroom management skills.

Personally, I am a big proponent of the using a "proactive" approach to classroom management. My goal is to stop classroom management problems BEFORE they start. I do this by using teaching strategies that increase student motivation, increase class participation and basically keep my students involved throughout the entire lesson.

However, regardless of how effective a teacher uses proactive classroom management strategies, minor disruptions will still occur in the classroom. Before we go any further let me make one thing perfectly clear here...this article is about stopping MINOR classroom management problems such as talking while the teacher is talking, writing or passing notes, and minor roughhousing.

There are two common ways in which teachers usually deal with these nagging classroom management issues...

In order to avoid being the known as the tough disciplinarian, some teachers choose to simply ignore minor misbehaviors altogether. The problem with this approach is that the misbehavior will most likely NOT go away. In fact, the misbehavior will most likely escalate and the teacher will be forced to deal with it anyway. Therefore, ignoring the misbehavior is just too risky.

On the other hand, some teachers use the strict approach and react to every minor disturbance regardless of the severity of the misbehavior.

The problem with this approach is that it presents the teacher as a negative role model, and it may lead to an overall negative feeling in the classroom and towards learning and school in general. Furthermore, the teacher's response may actual cause greater disruption to the lesson than the student's original misbehavior.

The problem is if the teacher stops the lesson to discipline 1 or 2 students for some minor misbehavior then the class went from 1 or 2 students being off task to 20 or 30 students being off task. While, the teacher may not have caused the original minor disruption, the teacher can certainly be blamed for the other 20 to 30 kids being off task.

So what's a teacher to do?

The key to handling these minor classroom management problems is to make sure the lesson itself does not stop.

Many experts call this the "Law of Least Intervention".

The basic concept is simple...the teacher uses a series of steps that require the least amount of teacher time and the least amount of disruption to the lesson. The teacher starts with the first step requiring the very least intervention and if that doesn't work quickly moves up the ladder to the next step which requires slightly more intervention and so on.

By using this approach the teacher can maintain a positive learning environment while at the same time maximize time on task. And, as I have stated time and time again, when students are on task they are much less likely to disrupt the class.

Remember, the intervention should take the least amount of time...the least amount of teacher effort...create the least unpleasant feeling for both teacher and student...and have the least disruption to the lesson.

Download your FREE report that shows you step-by-step how to handle minor classroom management problems: http://www.TeachingTipsMachine.com/least-intervention.htm

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How To Deal with an Oppositional and Defiant Student

We all know the type of kid; he or she may be your biggest headache. They are hostile to you and their peers, they don't seem to listen, and don't do what they are told. Its almost like they want to upset you. It seems like the more you try to manage them the more they resist....

Sound Familiar?

Students with oppositional and defiant behavior tend to have a pattern of negative and abrasive interactions with others (including you) in the classroom.

These guys are special and must be carefully approached...but don't give up! That willfulness can be channeled in good ways. But the trick is to take the focus off of them and carefully monitor your responses to them. You must become a Jedi master...you must master yourself!

So you find yourself in a power struggle. Take a minute and reflect on the last one you were in. How did you try to control the situation? What happened? What was the outcome?

The Trap of the Power Struggle

Things you may do to make it worse:

• Lose your temper (yelling or using sarcasm tend to escalate oppositional kids)
• Engage in the interaction in front other students
• Try to persuade the student or worse...bribe the student
• Threaten the student
• Adding more and more consequences
• Trying to embarrass the student or put them down
• Not following through with consequences or being inconsistent
• Letting the struggle go on way too long
• Crowd the student
• Get annoyed at every little thing they do wrong...always focus on the big battle.

Things you can do to make it better:

• Use a calm neutral voice no matter what
• Give clear directions to the student
• Discuss things briefly and in private to remove the audience
• Making sure to listen to the student and consider what they are saying
• Have clear boundaries and predetermined consequences for problem behavior
• Remove yourself from the interaction if you cannot keep it together
• If you have a teacher's aid, have a plan for who will take over the class when a defiant student must be spoken with.
• Analyze the power struggles you have been hooked into...what hooked you?
• Creating Change

Monitoring your tone

With negative and defiant students you may become triggered to be negative too. This is a mistake. Use your Jedi powers to keep your tone neutral when the child is negative, and be positive when the child is neutral or positive.

Reinforcement

Oppositional and defiant behavior is often driven by the student's resistance to being under someone else's control or authority. Therefore, reward systems may not always work, especially if the child smells your desire to tame them or manipulate them.

Reinforcement that may prove more successful includes:

• Giving praise briefly and discreetly as you walk around; or a quick whisper in the student's ear when they are on task (do not draw attention).
• Write some good comments on a note and leave it on their desk.
• Reward them with a leadership role.

What else can I do???

Make your oppositional student a helper and a leader. Because oppositional children have a strong need for control, helping them find pro-social ways to channel that need can be a great strategy to help them gain a sense of self-worth and community. Of course, make sure that your student is appropriately prepared, trained, and supervised in the activity. If the student's academic skills are below grade level, you may consider creating opportunities for leadership or mentorship with younger children.

Great roles for oppositional students are:

• Leader of a small group, or co-leader of a small group with an adult.
• Caretaker of the class pet.
• Tutor or read-aloud buddy for peers or younger children.
• Buddy, lunch pal, assistant, or mentor to a younger or new student.
• Conflict mediator to help others solve a problem.
• Have them help create and/or lead a community service project.
• Have them construct something for the whole class to use.

Most important, take care of yourself outside the classroom, this is not an easy job! Set realistic expectations. Set the bar low enough so that your student can definitely clear the jump. Build slowly from there! Good Luck!

Read related "How To" teaching articles on TheApple.com:

Classroom Discipline Tips: Dealing With Difficult Students and Parents

Or Check out TheApple's Lesson Plans for all Age Groups.

Katherine Richert Ph.D. Article Source: http://EzineArticles.com/?expert=Katherine_Richert

The Web Makes it Easy to Get Math Help

When you or your child needs math help, it's sometimes hard to know where to turn. Schools have limited resources for helping students with mathematics, and tutors can be incredibly expensive. Thankfully, the Internet has made it possible for students of all ages to receive innovative and affordable math lessons. Using video lessons that are interactive and cost-effective, students can essentially receive one-on-one instruction while working through problems at their own pace. Here are some circumstances in which online math help can be effective.

Remediation

Math is one of those subjects that requires a solid foundation, since concepts build one atop the other as a student progresses. In the absence of basic math skills - such as how to multiply a fraction or how to express an exponent - it's impossible to move on to algebra, polynomials, or logarithms. Middle school or high school students often need practice with and reinforcement of basic math skills in order to move forward into grade level appropriate mathematics classes. Online video lessons can help with pre-algebra skills that are necessary to succeed in algebra courses.

Acceleration

Unfortunately, because the No Child Left Behind Act focuses on moving low-performing students toward proficiency, schools are forced to concentrate heavily on remediation. As a result, students who are accelerated in math are often not given the opportunity to do so. They may be ready for trig or perms and combs, but are instead forced to work at the pace of the rest of their classmates. This can result in frustration and boredom, as well as in the student never reaching his or her potential. With online video math help, accelerated students can move through lessons at their own pace, and experience the satisfaction of exploring their capabilities to the fullest.

Home Schooling

Although there is wonderful curriculum for students who are home schooled, parents are often not well equipped to teach their children middle school or high school mathematics. After all, when it's been years since you've been exposed to the material, it's very easy to forget. Video math lessons can help fill in the teaching gaps for homeschoolers, while allowing students to learn at their own pace.

Tuning Up Math Skills

There are many times when a person might need a math tune-up. Perhaps college entrance exams are coming up, or maybe it's time to sit for a professional certification test. Being able to watch math tutorials and work through problems can shore up confidence and help develop even advance math skills.

What to Look For

When you decide that you want to take advantage of Internet-based math help, you should look for those designed by a certified teacher who has extensive experience teaching math and tutoring students. Look for lessons that are downloadable, and that you can view over and over again at no additional charge. Each lesson should cost less than ten dollars, and the videos should contain all of the information you need to understand the lesson. In other words, you should have to buy any textbooks.

Thanks to the Internet, it's never been easier to get math help when you need it.

Chris Robertson is an author of Majon International, one of the worlds MOST popular internet marketing companies on the web. Learn more about Math Help on the Web or Majon's Education directory

Article Source: http://EzineArticles.com/?expert=Chris_Robertson

Slide Preparation Tips for Interactive Whiteboards

1) Keep your slides as clutter free as possible. Don't add unnecessary graphics to your slide, just to decorate it. Any unnecessary addition will only create distraction from the information you want the learners to retain.

2) There should not be more than 5 lines on a single slide and not more than 5 words per line. A slide should contain only main points and should be used as a supplement to your verbal presentation. Don't try to write everything you wish to say on your slides.

3) Prepare your slides in such a way, that it covers at least one topic or a part of a topic. This is important to retain the attention of your students to you. When a slide is changed, students' attention goes to the slide. During that time, students can't hear what u said during the slide transition. If this is not possible, then pause for a while, during slides change.

4) Keep font size, font color, background color and background image in mind while slides preparation. The font size should be such that, even a student sitting in the last row can read the text clearly. The font color and background color must be in contrast with each other. Use those color combinations which make a text readable without putting any strains on the eye like combination of black, white, red, green, blue or yellow. Use background images which contain a light graphic and don't create any sort of distraction. Many teachers use such visually appealing background images, that it takes the eyes off the slides contents and thus ruin the whole purpose of the slide.

5) Use same font color, background color or image for each slide to minimize distraction during presentation.

6) Use interactive panels if you have to read the contents of the slides on an interactive whiteboard. This will free up the board for the class to see.

7) Don't' emphasize all the text by using bold or italic. Making all the text bold or italic is equivalent to a simple text with no emphasizes. Reserve bold or italic only for key points.

8) Use laser pointer only to draw attention of students to a given point. Once you have drawn the attention, then switch it off. Continuous use of laser pointer will cause distraction.

9) Each slide should have a title and well labeled tables or graphs. Don't include anything which you are not going to discuss.

10) Prepare your presentation well in advance. Decide how much time you should spend on each slide, how you will start and switch to other topics. Also reserve some time for queries from the students. Check all your slides on your interactive whiteboard for WYSIWYG (what you see is what you get).Use high resolution images, animations, sound and video clips to make your presentation interactive and fun.

Source: Interactive whiteboards and slides preparation tips Article Source: http://EzineArticles.com/?expert=Ankita_Sharma

This Read Along Technique Increases Comprehension

Once your child can read most words at a reasonable pace, have her read to you in the following way:

• Choose a book that is somewhat challenging, but not too difficult. One way to make this judgment is to have her read a page; if there are more than five words she does not know, the book may be too difficult. You want to challenge, not frustrate.
• Now have her read a page. As she is reading, take a pencil or other pointer and point to each word as she reads. If she mispronounces a word, tap your pencil on the incorrect word. If she doesn't get the word on the second try, tell her the beginning sound of the word. If it is a multi-syllable word, break the word into syllables and sound out each syllable with her.

This technique allows you to give a gentle reminder when a word is not correct without interrupting her or breaking the continuity of the story. It is better than her reading on her own because she is corrected when she misses a word; otherwise she will just skip the word or think her incorrect pronunciation is correct.

For difficult words, consider making a word card. Just write the word on a 3x5 or other blank card. For young children it is important not to overwhelm with too many words, 7-12 words seems to be a good number, depending on the student.

Practice these words from the word cards for just a few minutes per day. A few minutes per day on a consistent basis is much better than longer sessions with less frequency. Remember not to study too many words at a time. When she knows a word right away without any help, toss the card.

Educator Don Jones has taught reading and math in a 1-to-1 environment for many years. He learned the methods from his father who started The Arcadia Reading Clinic in 1956. For more information, please visit http://www.growthspurtonline.com

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Reading Comprehension Strategies

Comprehension should always be the chief concern when teaching reading. What good is reading if the child has no understanding of what is read? In this article I will outline key reading comprehension strategies and show how they should be used.

Before reading you should allow children to make predictions about what they think the book will be about based on either the title or the picture on the front cover of the book. Children can also make predictions about what they think will happen based on what they read on the back cover of a book. Discuss with them their predictions and ask them to justify why their predictions are reasonable based on what they have read. Create a prediction chart that shows titles such as: WHAT WE PREDICT/WHAT HAPPENED IN THE STORY. List everything students predict will happen under the "WHAT WE PREDICT" column. Once the story has been read you can write what actually happened in the story in the "WHAT HAPPENED IN THE STORY" column. Students should be allowed to adjust predictions so the "WHAT WE PREDICT" column can be changed as the story is read. Older readers must be taught that while they are reading they should be looking out for the setting of the story, that is, the time and place the story takes place. The characters and plot are also essential elements they should be focused on as understanding of these story elements is at the heart of comprehending any story that is read.

Allowing children to do research on a topic before it is presented in a story format is highly effective for improving reading comprehension. This strategy however, works better with older readers. Children will feel more in tune with the content of the text if they are allowed to develop previous knowledge.

Another reading comprehension strategy that I have found to be highly effective is to do vocabulary work before hand. You can introduce children to new words. Have them break them up into syllables. Put the new words on flashcards. You can also have children find out the meaning of these words in the dictionary, with all this groundwork, once you get to the text it will be smooth sailing.

After reading, children can do written and oral retelling of the story. Engage children in answering questions. These may be in the form of traditional written comprehension questions or oral comprehension questioning. I mentioned using research as a pre-reading strategy but this can also be done after reading.

Encourage children to act out stories in groups with each child taking turns playing characters from the book.

Completing a story map is a good activity for students to do after reading as they get a chance to summarize and to zero in on what happened at different points in the story. A good story map is one that asks students to tell what happened at the beginning, middle and the end of the story.

Make an art-literature connection by having students draw and paint or color their favorite scenes. They can also write something about what they have drawn so that a writing connection is also made.

Simone Mary is a teacher, writer and artist. She is the author of the eBooks TEACHING READING AND WRITING, WRITING A STORY? WHAT EVERY WRITER SHOULD KNOW and RAMCEN'S ASSIGNMENT her first work of fiction, for more reading strategies visit her website at http://www.thereadingandwritingshop.com

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Honor School Staff During Teacher Appreciation Week

When children are not at home or on the soccer or baseball field, they are at school. At least for nine months of the year. Outside of their parents and family they probably spend more time in a classroom with their teachers than anywhere else. Teachers help mold young minds and build the foundations for children's futures.

Teacher & School Staff Appreciation Week on May 4-10 is the time of the year to say thank you. Every team member at your school works hard, and often for a salary that is far below the standard salary of other professions. Teachers want to know they are valued for the time and efforts they take to help their students. A recognition event will let them know they are appreciated.

The theme of Teacher Appreciation Week has gone beyond just honoring teachers. It takes a lot of talented people to run our schools and education departments. Superintendents, administrators, nurses, guidance counselors, maintenance staff, teacher aids and volunteers all are vital links to our schools.

Most schools now hold Teacher and School Staff recognition parties. Sometimes a different event is held each day of Teacher Appreciation Week. Often, different teams are honored on each day. From an ice cream and coffee hour to a full luncheon, there are numerous ways to hold an event to fit any budget.

Kick off Teacher Appreciation Week with a breakfast. Serve bagels and coffee in decorated commemorative mugs. Continue the week with a school assembly in your gym or auditorium and invite all of your students to show their praise by singing songs and giving their teachers and the staff a standing ovation. Hand out flashlights so they can shine a light on their teachers to let them know they are in the spotlight.

Continue the week with a luncheon. Serve pizza, sandwiches or have each staff member prepare a dish to bring in. A Teacher Appreciation Chocolate Bar makes a great place setting. On other days you can stage fun theme events. Have teachers and school staff bring in baby pictures and hold a guess the staff member contest. Hand out apple shaped die-cut picture frames for them to take their photos back home in.

If you don't have time to have a daily event, a simple and economical gift left in mailboxes or desks will be appreciated just as much. Note pads, monthly academic planners, pens and desk organizers with a message of appreciation will serve as constant reminder that your community supports and appreciates its school staff members. No matter your budget, a small gesture can go a long way during Teacher & School Staff Appreciation Week.

Michael Lerner is a recognized expert in the field of promotional products and logo marketing. Promos On-Time offers teacher appreciation week gifts for every school staff member.

Article Source: http://EzineArticles.com/?expert=Michael_Lerner

What to Do as a Substitute Teacher

Do you have the desire to be a substitute teacher? Do you think substitute teaching is easy?

I was a substitute teacher for five years and worked for two school districts in St. Louis, Missouri. Substitute teaching can be rewarding; however, it is very challenging.

If you mess up, the school administrators might write a bad report to the school district's personnel office without saying anything to you. I will do my best to guide you to success.

On the days you teach, you should leave your home wearing your badge. Go to the office after you arrive.

The first thing you should do after you report is to read the instructions given to you by the secretary and classroom teacher. At the end of the day, turn in your keys and ask if you can come back the next day.

Dress professionally to gain respect from the teachers, administrators and students. Wear a collared shirt, slacks and dress shoes. The only day you should wear jeans, shorts or gym shoes is when you know you will teach gym.

Follow the school district policies and the policies of the school where you teach. Use your free time to read the safety procedures and other information posted in your classroom.

It helps to know where every school in your district is located. If the district does not give you a district map, download one from the district's web site. Make a trip to the schools you have not visited to avoid being late if you are asked to work there.

School officials do not like tardiness. Keep in mind how long it takes to reach each school. You could get out of bed by 5:30 in the morning to give yourself more time if you are called between 6:30 and 7:00 and asked to report to a school by 7:30.

If you ride the bus and know you do not have enough time to report to a particular school when you suddenly receive a call in the morning, let the caller know you cannot accept the request. It is better to lose a day of pay than your job.

If students prepare to engage in a physical fight, take them to the hall and close the door. Students are much less likely to fight away from an audience.

Never step between people who are throwing punches or kicks. Call the office or school security. Let a student get help.

It helps to know the names of students who misbehave. Look at the seating chart and student identification list on your desk.

Do not eat in the classroom if the school has a teacher's lounge and you have a scheduled lunch break. If you must take a nap, do it on your free time in the classroom or restroom.

Sleeping in the lounge will make you look bad and upset the school officials. If you do not have a class during a particular hour and you are unsure about what to do, call the office.

Your biggest challenge is to maintain an atmosphere conducive to learning while not being draconian. Do not give disruptive students more than one warning.

If the class is out of hand and a student asks to get help, you must deny permission to leave and immediately get tough with the class. I once let a girl who wanted to get help leave.

She came back with the principal. The principal criticized me for not being able to handle students.

Your room must be kept clean. If an administrator comes and sees clothes on the floor, your life is over.

You can follow these steps and still be darned. You must have support from the administration. I loved working with the students but I reached the point where I had to move on. Good luck!

Todd Hicks owns Skill Development Institute, an enterprise that provides a keyboard typing lesson and academic study guide. He has a communications degree and lives in St. Louis, Missouri. Todd has also written many articles and posted them on his web site. http://www.ktaassde.com

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Teacher Apathy and the Gifted Child

As I sit preparing to write this article, I ask myself what is the number one challenge facing Gifted Children? There are several, but what would you say is the most challenging issue?

It came to me right away. Is the greatest challenge facing Gifted Children in our society today teacher apathy? Of course, this does not apply to every teacher. It's not that teachers are mean or uncaring. It's not that they don't want their students to do well.

Is it because many are unaware of the characteristics and unique challenges facing the Gifted Child? Many teachers don't know how these children learn best or how they differentiate from their peers. They are preoccupied with students who have learning issues or behaviour issues.

They can not shoulder all the blame. Our society is misinformed as well. Our governments seem determined to lower the bar when it comes to expectations in schools. The universities are turning out teachers that spend little time on Gifted Children and their needs.

If you look up apathy in the dictionary you will find the word indifference. This pretty much sums up many teachers' feelings. If this insults or offends a teacher, I'm sorry. However, our gifted children need parents to speak out on their behalf and work towards changing the myths that surround them.

Teachers themselves need to speak out for these children. They need to want to make a difference in the life of a gifted child. They must stop assuming that these children don't need anything extra and can go it alone.

Gifted children have a right to learn. All the excuses in the world, including inclusion, lack of resources, over crowded classrooms and others don't change the simple fact that teachers show indifference to gifted children in the regular classroom.

Since inclusion is the current trend, Gifted Children will be placed in the regular classroom more and more.

Teachers can help change this attitude by taking courses to learn about gifted children. There are books, workshops, and other resources available to them.

Even if the school board or government doesn't require them to do more for gifted children, this doesn't mean they can't take the initiative.

"The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires." --William Ward

I am the mother of a gifted 8 year old girl. I have a Bachelor of Arts degree in Child Studies. I began the journey to learn as much as possible about gifted children and to share it with others in order to get information out and dispel the myths about gifted children. http://www.giftedjourney.com

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Becoming Your Child's Home School Teacher Requires Patience and Consistency

Home schooling is a growing trend where parents take control of their children's education. The parents are basically taking over the education process that was once provided by government run schools. Many parents who are passionate about there children's education and feel that the government school system does not do an adequate job instilling values along with education. If you are looking for a way to become a larger influence in your child's life and education becoming your child's home school teacher is a great way to do it.

The recent growth in home schooling is giving the parents and children more time to interact together and learn to enjoy each other more. Many parents who choose to be a home school teacher for their children feel that they can understand their kids better the public school teachers. The parents feel that they will be able to identify study areas that the child is lacking in and give them the proper attention they need and require to excel. The Internet has also given parents a great resource to gather teaching material, curriculum plans and other resources.

Many home school teacher parents feel that they have a better influence over their children, especially in the early years. Unlike government schools there is no restriction as to what can be taught in the home so many parents like to incorporate the families religious beliefs in the studies. This is something that is not allowed in the public school system.

If you have been thinking of removing your children from government education and becoming their home school teacher then you should be ready for a change in lifestyle and a large responsibility. You are going to have to really evaluate yourself and be honest in your abilities to maintain the patience, and consistency home schooling requires.

To help answer the question Why Home school my kids visit our website.

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The Facts About Assistant Teacher Jobs

An assistant teacher's primary job is to assist the primary teacher. It may sound one-sided, but the truth is, an assistant teacher's job is pretty multi-faceted. Since they stay in the same classroom as the primary teacher and all the kids, they are easily susceptible to any form of task or duty. Because of this, an assistant teacher should be energetic and enthusiastic

An assistant teacher is expected to nurture relationships both with the primary teacher and the kids. The primary teacher and the assistant teacher will be working together. Although the assistant teacher takes directions from the supervising teacher, the assistant teacher's role is quite important because the primary teacher will find it difficult to work without assistance.

Since the primary teacher will have to pay attention to the lesson, the assistant teacher will be freer to pay attention to the students. This is one of the most important roles of an assistant teacher. He or she will have to supervise the students and monitor them at all times. This also entails taking care of the children, despite the different developmental stages, especially in preschool or kindergarten. Some students may already be independent and can move around on their own without the need for round-the-clock supervision, while some students still need constant supervision and guidance. It falls upon them to support children, especially those with special needs, since the primary teacher cannot possibly focus on one student alone. It is also their responsibility to help children in various activities, such as in eating, toileting, and keeping up with the activities that are part of the lessons. Assistant teachers should also be ready to entertain and play with the children, especially when some of the kids are uncomfortable and are upset. The age of the children in the class affects the mix of responsibilities of an assistant teacher.

Aside from the responsibilities already mentioned above, an assistant teacher is also responsible for the preparation of any materials needed for the class activities. In special classes such as art subjects, the assistant teacher is, of course, expected to help the students in the use of scissors, glue, and the like. It is also their responsibility to prepare the classroom or set it up for the activities, and to clean up afterwards.

Assistant teachers can be fully qualified and registered teachers. However, they can also be simply teaching assistants, with no academic teaching background and prior experience. Teaching assistants are not qualified teachers. Teaching assistants are naturally guided by the primary teacher. The qualifications for teaching assistants are lesser. They just have to have around two years of formal education after high school.

The good thing about being an assistant teacher is that they also have opportunities to advance in their teaching career. They have plenty of opportunities to attend seminars and workshops especially for assistant teachers. These can help them improve their knowledge and skills that they use relating to their job. As they improve as assistant teachers, they can move up and become fully qualified teachers after gaining experience in the field, given that they meet the qualifications.

Your portal to all the best teacher jobs is just one click away. Choose from among the secondary, primary, or assistant teacher jobs in your area at http://www.nurseryjobsonly.com/ .

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Where To Get Time Management Tools For Teacher

In the teaching industry, all teachers from childcare teachers all the way professors of university have very busy schedules. They have many kids to attend to, also have different subjects to share in the classroom. There are many different plans of matters that are made throughout the day and a busy agenda to manage as well.

What is needed to help hectic teachers out

Implementing a specific plan that caters to time management for teachers to enable to help a teacher's busy schedule. Time management is crucial if you want to get through every subject you have in your teaching day. Use time management in your curriculum so as to help in your teaching skills.

With the aid of a “time management for teachers” plan, the teacher can see where they can seize out certain things into the agenda. A lot of the work that a teacher does goes into preparations for classes and in checking papers and quizzes. If you are a teacher and you feel that you have too much work on your hands, it is usually a exact case of needing some help with time management.

In-class, a teacher must also control their time and that of their students. For example, having a good sense of how much time each homework will take the students to do is important – you cannot expect them to work at your pace. In fact, what you might fret over as time wasted could be a bonus for you as you could use that time to get through those ‘administrative’ tasks that you tend to take home.

I hope you will know by now that time management for teachers is no difference than having time management in itself - you have to search out time wasters, prioritize your work and fill in those time slots with short projects to make the maximum usage of your time.

What is the key to any successful profession

Organization is this key.

A time management for teachers program will also help the children how everything happens in order. Even so, that our children are spending most of the time with their teachers.

Teaching time management lessons to the children is simply great as it allows them to do their homework more effectively. Frequently, teachers would give tips and plans to their students just like he or she would do for himself or herself. This is a great part of having teachers take advantage of this training – they can then impart those skills to their students as well.

The teacher's goals is to get the entire work completed before the end of the year. With this management course, she can easily achieve this goal.

Children may getting smarter when their teachers make up their mind to use this tool on them. Being organized is the only way this task can really be accomplished. Especially if the teacher has a lot of information to keep track of.

On the internet, you can simply download a this program for teachers and get started with your new goals and strategies today for your students.

This program will give you more flexibility throughout your day. This will explanation of having more time for yourself or those assignments that needs to be done. Make sure that as you are particular about taking out special time for work, that you make the same sort of efforts for taking out time for yourself and your career.

Eddy K Elgin is the webmaster of the Good Reference To Effective Time Management Tactics. Drop by at Where Teachers Can Find Free Time Management Program for more details.

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What You Need To Know About Head Teacher Jobs

The head teacher is the most senior teacher in a school. The head teacher is also called a headmaster or headmistress, which are gender-specific terms. As a whole, they are called head teachers. In a nutshell, the head teacher is the person in charge of the various departments in a school. The lead role makes him or her a part of the school's executive committee. The next step after being a head teacher is to eventually become part of the school's administration.

The head teacher may not have a growing heap of responsibilities, but their responsibilities, though smaller in number, are actually heavier. Some head teachers still retain teaching responsibilities, so they would still have to insert some classes in the middle of all their other tasks. Some head teachers, though, are relieved of any teaching responsibilities, and seems to have already delegated the act of teaching to the nurses under his or her supervision.

This leads us to the second primary responsibility of head teachers. They act as leaders or supervisors who supervise and evaluate the performance of the teachers. Head teachers are always teachers themselves, who just climbed up the ladder until they reach the head teacher post. This way, they are in the correct position of authority to advise teachers on teaching skills and classroom management strategies. Any problems that the teachers may have should be brought to the attention of the head teacher, so that it can be resolved.

The third responsibility of head teachers is focused on the school's curriculum. It is the head teacher's job to lead the teachers in the planning, implementation, and evaluation of the school curriculum. In case the existing curriculum needs work, it should be the head teacher's initiative to lead and motivate the teachers to work on the curriculum as a team. Since this responsibility directly involves the education that is received by the students, this is a very important duty of a head teacher.

Because of these heavy responsibilities, head teachers should have certain qualifications and characteristics that will empower them to take the lead role. First of all, since the end recipients of the head teacher's efforts are still the students, a head teacher should have the ability to handle children and interact with them. It makes no difference whatsoever whether the head teacher has teaching responsibilities. He or she needs this skill nevertheless. However, if a head teacher has teaching responsibilities, he or she naturally has to have excellent teaching skills. For those who don't have teaching responsibilities, then the focus of their job is on managerial responsibilities. It follows, then, that they need strong managerial skills. They should be able to balance their interaction with the teachers and the students with the level of authority that they should maintain at all times.

The complex mix of responsibilities makes a head teacher's job very important. A head teacher plays a key role in a school. This also means that head teachers receive more opportunities and higher privileges than other teaching jobs.

There is only one place to go to for teacher jobs. If you are looking for jobs such as head teacher jobs and many others, go to http://www.nurseryjobsonly.com/ .

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Teacher Education Philosophies

It is important for every teacher to have a personal philosophy of teacher education based on a set of values and principles. It should reflect the person’s ideologies and philosophies of teaching and the overall development of the children. It becomes a crucial element in guiding the children towards a successful life.

The most famous and important people who contributed to the development of the world had personal, deeply insightful educational philosophies on their own. Albert Einstein, Paul Freire and Rudolf Steiner were some people who wrote and followed powerful educational philosophies in their careers.

John Dewey, one of the most prominent educational philosophers, in his book ‘Democracy and Education’, even devoted an entire chapter on teacher education philosophy and talks about various aspects that play a formative role in the education of children. Philosophies of teacher education can be classified as Liberal, Behaviorist, Progressive, Humanistic and Radical. Each of these has specific purposes in education and defines the role of a teacher and his relationship with the learner, in the unique perspective of particular philosophical contexts. The liberal philosophy aims at developing intellectual powers, while the behavioral ideologies focus on the survival skills of a human being and the role of education in teaching them. The Progressive philosophy motivates cultural development of an individual in order to bring about societal change, whereas the Humanistic trends look at the overall development of the personality and characteristics of an individual. And the radical philosophers are interested in beneficial changes that should happen in a society from time to time, and the role of education in bringing about political, social and economical changes.

Teacher education philosophy is now used as a major marketing strategy by teachers and has become an essential component of a teacher’s resume. This has evolved to become part of the teacher’s personal profile, which outlines all of his essential skill sets and unique qualities, and highlights his specialties.

Teacher Education provides detailed information on Teacher Education, Online Teacher Education, Teacher Education Philosophies, Teacher Education Programs and more. Teacher Education is affiliated with Online Special Education Courses.

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How To Choose The Best Tutor For The Sat, Act, And Gcses

What to look for in a SAT, ACT, or GCSE tutor:

The major goal you have in working with a tutor for school is to raise test scores, such as the SATs or ACT, to improve your performance in a specific area, or, for students in the UK, to improve grades on the GCSE and to successfully complete A-levels. Almost any student can benefit from targeted and personalized tutoring, regardless of their current level of understanding and performance. The following are what you should look for in a college tutor or university tutoring program:

1. Small Class Size: If you decide to go the group route, make sure it will be interactive, and where most of the participants are at the same level. The last thing you need is to be kept back in your SAT, ACT, or GCSE tutoring class by people who don't know as much as you do, or lost in a class of people who are far ahead.

2. Personal Instruction: You should feel like you are treated like the only student in the world, and that the instruction is specifically tailored to your needs and the admissions requirements of the colleges or universities you are trying to get into. That usually starts with the instructor fully assessing your needs and skills.

3. The tutor or instructor should push you: You should feel that the instructors are teaching just ahead of what you know, gently pushing you but not going too fast. You should feel the exhilaration of learning something new each time.

4. Materials should be varied: There should be diagrams, verbal instruction, reading, and writing. We learn better and retain what we've learned to a greater degree when we learn in several mediums.

5. Homework: There should be thoughtful and useful homework after each lesson, and this homework should help you learn the material better. In addition the tutor instructors should help you go over your homework so you learn from your mistakes and know the weaknesses you can overcome.

6. Measurable results: Not only should the college tutors have references, they should also be able to give you a measurable result of their past teaching, such as the average degree that their students SAT or ACT scores rose, the grades they got on the GCSE, or the level of college they got into.

After your tutoring you will be uniquely suited to go to the university or college that fully meets your potential, and this will make the learning experience truly worth it.
http://www.articlesbase.com/education-articles/how-to-choose-the-best-tutor-for-the-sat-act-and-gcses-235118.html

Are you a Redeemer Teacher

As a kid growing up in public schools, I was not aware of the pendulums teachers and schools were forced to ride as innovations came and left and as curriculums were adopted and lost influence. I was, however, keenly aware of teachers and their influence on me as a teacher.
I began school at age 4, turning 5 during October. I’m sure my entrance into school provided my Mom with a 2 ½ hour respite from chasing a hyperactive, very busy child. Immature and unfocused, I was allowed to play my way through kindergarten unfettered and without considerable pain.

First grade however was a different story. I shall never forget coming face to face with my first grade teacher, her critical eye and her cutting tongue. My, how that woman could use my name in vain! Constantly I heard “PHYLLIS!” Not friendly uplifting manner, but hurled at me as a stone that was hurled at the fabled giant.

This teacher’s strategy to stop me from talking, which I did constantly, was to tie the “talking bow” (a scarf) around my head leaving the bow perched upon my curly mop. This symbol of my defiance was meant to embarrass me into conformity. It didn’t work.

With adulthood I began sharing my talking bow story. One day a principle in California shocked me by identifying my school, the teacher, and the year of my talking bow misery. When I responded hesitantly with “yes” she remarked that, yes I did wear the talking bow more than anyone else. She remembers seeing my pudgy red headed form bounding down the hall sporting the talking bow and talking all the way.

Not only was I doomed by my ever moving mouth but teachers found keeping me in my seat to be a challenge many didn’t accept with joy. Teacher after teacher was bewildered by trying to manage my curiosity and hyperactivity. Many times I was put in “time out,” tied to my desk (although this didn’t hinder my escapades a bit. I would simply lock my knees under the desk and my rear under the seat and walk around the room. So much for keeping a busy kid down!) and was sent to sit in the hall. I polished many chairs and got to know the janitor well while keeping abreast of all the “hall happenings.”

But the most devastating part of my elementary years was my lack of skill in reading. I was slow. I could sound out words and then not remember them moments later. I was totally focused by my teachers on the parts, sight words, sounds, getting it right so that they would leave me alone. I fond the process of reading and reading group activities to be useless and risky. Continually my parents were informed “Phyllis has such a potential but… Phyllis would be such a great student but…” All those comments damned me to a belief that I was lazy, good for nothing, and not working hard enough. As if I was making a decision not to live up to my potential!

Needless to say, my primary years were full of self doubt and anxiety. I spent many hours in the nurse’s room or going home because I didn’t “feel well.”
I did have a few redeeming talents and my parents, thank God, capitalized on them. One very important one was that I could sing! So I sang, at church, at school, anywhere people would gather. I was allowed into choir in the 2nd grade when no one else was admitted until 5th or 6th. Solos became a natural part of performing as did drama and memorization of scriptures, songs and poetry. I could star in those areas and received lot of positive strokes. I am sure these gifts along with me through those years.

Then I met my “redeemer-teacher” as I entered her room that first day of fourth grade. I’m sure she had no idea what her melodious “Phyllis” and her warm welcoming behavior would do for me during my forth grade year and on into the future. Mrs. F seemed to always try to find the best in me. She began by announcing “You sing! Will you lead the singing?” We were off to a great start, not only did she not use my name in vain but seemed to like and esteem me already. I wondered when that would change.

A few weeks into the quarter, Mrs. F went on a home visit to our home one day after school. I remember riding with this beautiful, at least to me, woman in this big car that seemed like a Cadillac through the streets of our town up to my home. I was so proud! She was wonderful. As we arrived I became fearful that she would assault my parents with “Phyllis would be such a nice girl but…”

But when our door opened and my Mom greeted Mrs. F and she my Mom, all my fears disappeared. “Mrs. Harder you have a wonderful daughter!” I was in shock, not buts, no mention of my talking, busyness, lack of responsibility or whatever else my parents had reported. She was my ally. I worked hard to live up to her expectations. Yes, she still had to discipline me at times and no, I wasn’t perfect from then on but I did try hard and didn’t want to miss school, no matter what happened.

This teacher is a teacher that makes a difference. She like thousands of educational professionals meets hundreds of thousands of students yearly, ready and able to become “redeemer-teacher.” As the school year begins, please remember:1. It’s not the pendulum your on but the people you empower that really matters.2. They may not remember what you said but how you said it counts.3. Use children’s names in value not in vain.4. Make Teaching and Learning a JOY!

Phyllis Ferguson MEd., inspiring Save-the-Teacher.com founder, lives by her motto, “Make Teaching and Learning a Joy”.

As an award-winning, seasoned educator, Phyllis enthusiastically shares her “work smart, not hard” techniques for integration and literacy development in the K-6 classroom.
In addition, she is unreservedly applauded as she consults, provides in-service training, and presents live events throughout the United States and Canada. She is also the Director of Oasis School in Richland, WA as well as teaching K-2 multiage.

Phyllis has a comprehensive background in research-based literacy development, curriculum integration and brain-based instruction. Listen to Phyllis' Save-theTeacher Podcast
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A Student-Teacher's Reflection on School Relationships

Student teaching provides students with a hands-on opportunity to get a taste of teaching before they begin their career as an educator and creates opportunities for individuals to work not only with the students in the school, but the staff as well. Educators need to know how to act around students, but a student teacher must also learn how to act around fellow teachers, support staff, administrators, and parents.

Here I will reflected on ideal interpersonal relationships within the school, problems that they hope would not develop, and strategies for solving problems. The importance of maintaining positive relationships at school needs to be in the mind of every student teacher. Things may not always go smoothly, yet a professional should have some ideas on how to handle tricky situations.

Ideal relationships at school help make each day a pleasant day for everyone…teachers, students, support staff, administrators, and parents. Ideal relationships involve the exchange of kind words, good manners, teamwork, and positive attitudes. If such relationships are in place in the school setting, staff can work together in a supportive way to solve problems and to help each other. The staff would care about others and not just their own well-being. Lines of communication would be maintained. The entire staff of the school would work together for the good of the students and to sustain hardworking, dedicated employees. The students would be sure to thrive in such a positive, supportive environment. Furthermore, parents might be more apt to be involved in their child’s education if they felt welcomed and appreciated. This is a brief example of what some ideal relationships within the school setting; however, this is not always the reality.

While student teaching, problems between the pre-service teacher and administrator, support staff, students, colleagues, cooperating teacher, and/or faculty advisor can develop. For instance, one hopes that the issue of differing educational philosophies will not hurt a pre-service teacher; however, a student teacher’s philosophy may be subject to scrutiny, as s/he does not have the experience that other staff members might have. Another possible issue of contention is that many teachers deal with an enormous number of tasks and issues and often need to vent their frustrations.

Unfortunately, this negative energy may get a student teacher into trouble if s/he partakes in these conversations. Communication barriers may be another problem that can develop between support staff, the cooperating teacher, administrators, and so many more. Some people do not have interpersonal skills, and student teachers need to make sure that s/he does not prejudge based on a look. Additionally, one always hopes not to run into the staff member who just does not care anymore, as this can be harmful to all involved. Finally, not establishing effective classroom management techniques from the beginning with students is a problem that can develop, and one that teachers should avoid at all costs.

Several strategies can and should be implemented when solving problems. First, when dealing with administrators, support staff, colleagues, cooperating teachers, and faculty advisors, confrontations must not occur while a student teacher is emotional. Furthermore, as stated previously, many individuals will express their frustrations to others as a way to cool down. This should not occur in the workplace. The student teacher should ask to speak to the person privately. When solving problems, a student teacher should never use you statements. “You made me mad when…” should be “I felt upset when….” Numerous problems arise due to miscommunication. A student teacher should be willing to listen actively and to try to see the situation from the other person’s viewpoint.

When dealing with students, student teachers must first know the expectations and rules of their cooperating teacher. If a cooperating teacher gives permission to actively work through problems with students, a student teacher must maintain composure. Students can sense when a teacher is frustrated, and this will potentially create an explosive situation. The student teacher should talk to the student in private and try to see the problem from the perspective of the student. The student teacher should not be afraid to talk the problem over with his/her cooperating teacher, and when deemed appropriate, the student’s parents and/or the school counselor. Many times a fresh viewpoint provides a solution. If a student has a child study team, the child study team should be made aware of the problem, and depending on the severity of the problem, the administrator should also be notified.

This paper was an attempt to reflect on ideal interpersonal relationships within one’s school, problems that they hope will not develop, and strategies for solving problems. When dealing with other individuals, problems will occur. Humans are innately different and possess differing viewpoints and perspectives. This can and will lead to conflict. Everyone has an opinion of an ideal relationship, but an ideal relationship is different from a real relationship. When working with people, whether they are adults or children, a student teacher must pick his/her battles. Not all battles are meant to be fought, and not all battles will be won.

The battles worth fighting for are those with the goal to make both sides better for having fought and to create a win-win situation for all parties involved. A student teacher must remember that s/he is not only in the classroom to teach but to be taught. Student teachers should see problems as doorways to learning and growth and not as hurdles to be charged through and overcome.

Rebecca Schauffele: Teaching is my PASSION. I am fun-loving and really enjoy working with kids. Through my work, I hope to make a difference in the lives of youth and inspire them to dream big and work hard to reach their goals.
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How to Get Started in Home Schooling

Home schooling has been around for centuries. The beginning of schooling actually started in the home and then moved into outside schoolhouses. A homeschool is where children are taught by a parent or parents without the outside influence or interference of the school system. There are many variations on a homeschool but all fellowships basic rule of no outside interference. Home schooling is legal in all 50 US states with each state having set guidelines and rules about the homeschool process. Getting started in home schooling will require the parent to do some research ahead of time, so they know exactly what laws apply to them and what they need to do to get the curriculum underway.

The reasons parents choose to homeschool their children vary. Some parents site research like home schoolers placed in the 89th to 90th percentile in national standardized testing. Others state their reasons as being able to provide religious studies and building strong family bonds. Other parents look at the quality of homeschool and feel they have more control over the curriculum and content of the materials studied in addition to knowing their children will be safe. There is also the factor of flexibility that draws some families to homeschool. Flexibility not only refers to time, but methods as well. There are many good reasons to homeschool and each family should decide based on the reasons they feel are best for their family.

Getting started in homeschool involves quite a bit of research and studying before homeschool even begins. Parents looking to home school their child or children need to first find local and state home school groups. These groups will be able to provide you the best information on home schooling in your state. You can also go online and find homeschool websites where you can discuss anything relating to home schooling. They can offer you wealth's of information and help. The more you research and talk to others about homeschool the more you will be able to learn what you want to do in your homeschool curriculum and how to avoid common problems that may come up.

Home schooling is a broad term. There are many techniques that fit under the term home schooling. There are many different styles of home schooling that you can use. The following list describes the most common types of home schooling:

Structured - This works like a public school, in that, it follows a schedule throughout the day. For example, math would be done at a certain time, English at another and so on.

Interest-initiated- This approach is based on what is happening at the current time. For example, if it is snowing, you may chose to revolve the days curriculum around snow or if someone in your family has chickenpox, you may wish to do studies on that disease. This can be very unstructured or structured depending on your choices.

Learning-style- This method is based on each child's learning style

Philosophical- Using educational philosophies and studies to mold a curriculum is the basis for this method.

Accommodating- For families with special needs this approach works around those needs.

Community- Using outside groups and learning areas to teach the children is what this method is about.

These are just some of the methods used in home schooling. Some people may find a mixture of these works best for them. Home schooling is all about tailoring the process to the child, so do the research and find the methods that work best for your family.

Jay Moncliff is the founder of http://www.homeschool-center.info a website specialized on Home School, resources and articles. This site provides updated information on Home school. For more info visit his site: Home School

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Cover Letters for Teachers: How to Get the Best Job

Why are cover letters so important? They provide the prospective employer with a brief review of your skills and abilities in the form of a letter. These types of letters are written much differently than resumes and can have a potent impact on your future employer.
The best news is that writing one it isn't that difficult. An excellent teacher is always going to be in demand. According to the Bureau of Labor Statistics, the job outlook for teachers through 2014 will grow somewhere between 9 and 17% per year.

"Experts predict that over the next ten years the nation will need 2.2 to 2.4 million teachers. That means there will be 150,000 to 250,000 openings for teachers in the nation's elementary and secondary schools. The needs are greatest in urban and rural communities and in curricular areas such as special education, mathematics, science, bilingual education, and English as a second language." This information comes from recruitingteachers.org, a non-profit organization based in Belmont, MS.

What does that mean? It means there will be continued growth in the field of education. If you are a good teacher, you should not encounter problems in finding a great job in a location that you desire.

What about that amazing teaching position at that awesome new school that you have your eye on, though? Do you think the competition for that position will be greater? Of course it will. The great paying jobs always demand the best and the brightest people. That is why your credentials and qualifications will have to be presented in the most incredible way if you are to get the job of your dreams.

One aspect of making a great impression on a prospective employer is to create a fantastic picture of who you are - with words. Let your cover letter show the school administrators just how remarkable you are.

The cover letter has one goal. That is to get the employer excited about the resume. It is a marketing tool, just like the resume is. Sell yourself in a compelling and exciting way. What makes the best impression on employers? The wise use of accomplishments with anecdotes will win over a principal or school administrator much faster than simply stating what you did and where you worked.

Let your best qualities reach the employer through carefully written examples and stories. Don't just state what you are capable of, show what you have done in the past with vibrant language that attracts and invites the employer to want to know more.

You are a part of a significant sector of the labor market. According to the Bureau of Labor Statistics, "Preschool, kindergarten, elementary school, middle school, and secondary school teachers, except special education, held about 3.8 million jobs in 2004. Of the teachers in those jobs, about 1.5 million are elementary school teachers, 1.1 million are secondary school teachers, 628,000 are middle school teachers, 431,000 are preschool teachers, and 171,000 are kindergarten teachers."

You have to be your very best to get the great jobs. What skills and abilities do you have that you can offer the employer – and – how can you do so in a way that makes the employer want to pick up the phone and call you for an interview?
Let your cover letter generate interest in your resume, then let your resume hold the employer's attention so that you are invited in for a face to face meeting.
The cover letter builds on the resume and leads the employer toward it. Make it glow. While it may not persuade an employer to grant you an interview by itself, it is a vital part of the whole package that sells an employer on YOU.

For more information about cover letters, please follow this link to: Cover Letter Guideline
Carla Vaughan, Owner/Webmaster Professional-Resume-Example.com
Carla is the proud owner of Professional-Resume-Example.com devoted to assisting candidates in the job-search process. She holds a B.S. in Business from Southern Illinois University and has authored several books.

You can also visit her Professional Resume blog at: Professional Resumes
Article Source: http://EzineArticles.com/?expert=Carla_Vaughan

Brick or Click - Finding a Degree That Fits you

The advance of internet technology has created one more channel for you to earn your degree. Online education has growth rapidly, online degrees from prestige and proper accredited online universities have widely accepted in the job market, making online education a popular education channel selected by many students to earn their degree online. But, this "click to earn a degree" trend might not fit you well if you are a kind person that needs a "brick & mortar" on-campus programs to drive you toward your degree completion. What type of degree program best suit you, a "brick" or a "click"?

"Brick" Group - On Campus Education

To be success as online student, you need to have a certain behavior and criteria to ensure your success; else you might fall out from your study and fail to earn your degree at last. The best way to know which type of degree best fit you is do a self assessment and if you found you have below personal behaviors, then, an on-campus education might best fit you:

* You prefer to learn by listening, speaking, reading and writing. You like to have discussions face-to-face with your peers and lecturers, and if the encounter gets lively, you will feel your fellow students' enthusiasm, even if you don't speak yourself.

* Social life and face-to-face interaction with fellow students are importance to you. You like campus life and prefer to make face-to-face contacts with your professors and mentors for guidance.

* You need reminders from your lecturers on your assignment due dates, need to attend tests and quizzes to keep you motivated to finish the semester and collect your credits.

* You prefer to have a fix or pre-plan learning schedule and you are able to adjust your time to fit the fixed schedule.

"Click" Group - Online Education

Online education has many advantages that can benefit you if you earn your degree online. Flexibility, self-pace, self-planning and learning from your comfort home are among the key benefits that enjoy by most online students. You may like to enjoy these benefits offer by an online degree program, but you need to have below characteristics to be success as an online student:

* You like freedom but you are able to commit to yourself without the need of a mentor guide to complete a task. Your task is to complete and get a degree. If you can do self-motivation and commit to yourself to complete your study program, then you can enjoy the freedom offer by online degree program. The flexible and self-pace learning styles give you the greatest freedom to plan your time and fit the learning schedule based on your preference.

* You are able to learn by mainly reading a text format document. You will have hard time to learn with this method if you are a kind of person who will fall into a sleep whenever you see text only materials. Be able to learn through reading text is the key factor to be a success online student because of most learning materials are in text format.

* Social life and face-to-face contact with peers, lecturers and mentors are optional for you because you are comfort to communicate with them through online channels such as online chats, online discussion board and online college forums.

In Summary

You always have two options to pursue your degree, a "brick" on-campus or a "click" online education. Do your own self assessment to determine one that best fit you.
http://www.articlesbase.com/college-and-university-articles/brick-or-click-finding-a-degree-that-fits-you-200689.html

After School Tutoring Benefits Students

If your child is struggling in school, after school tutoring may be an option to improve his understanding of academic concepts and increase his self esteem.

Children that struggle in a school may not have many opportunities to get one on one help with academics. Some children are hesitant to ask for help while others do not get the help they need even if they ask. This can be because of too many children in a classroom or not enough time for the teacher to review and repeat lessons that a child is having difficulty.

For that reason, a parent may want to look into hiring a tutor at least once a week for additional instruction and one on one help. This session can last as little as 30 minutes with children under seven years old and up to one hour for older children. Sessions longer than the child’s attention spam are not conducive to learning. Keep your child’s attention span in mind when scheduling the time.

Look for an individual session rather than a group session. The opportunity to get one on one help should be the deciding factor in getting a tutor. Almost all children will succeed getting individual attention and individual instruction on the level they are learning. Be cautious of group tutoring sessions and companies that offer homework help. A tutor should re-teach and reinforce skills that the individual child is not succeeding in by finding appropriate activities in that subject area. Homework help will help increase your child’s grade, but will not necessarily help them understand. Tutoring should focus on the understanding of the concepts, not only improving a report card grade.

Although group sessions can cost less and are an option is finances are a consideration, try to find a group that has less than four children per tutor. Larger groups will not provide the individual attention that a smaller group offers.

Some parents do not know where to look for a quality tutor. Of course, the best option is to get a referral from the child’s teacher, the school board, or other parents. Look in the classifieds at a local college. College students are often looking for tutoring work and can be a great option since they are usually younger and perceived to be “cooler” than a teacher. Churches and religious organizations may also provide tutoring services for free or a reduced charge. Stay at home parents, home schooling parents, and former and current teachers may be a resource for referrals or services. You may also find the occasional high school student that tutors. This would probably be the cheapest option.

An after school tutor is a great option for parents to help their child succeed in struggling curriculum areas. If your child is in need of help, do not hesitate to start researching tutors now. The longer you wait, the more difficulty may arise in that curriculum area.

Rebekah Kogelschatz is a former school teacher of students with disabilities. She has taught all grades from pre-school to 8th grade in all subject areas. She is a stay at home with her two children in rural Florida. She is a co-founder of the site SmartMoms-SmartBusiness and the founder of a preschool resource site Preschool Activities Everyday. You can read more articles on parenting in her Mom Blog.

Article Source: http://EzineArticles.com/?expert=Rebekah_Kogelschatz

Teach English Abroad - Getting Your Second English Teaching Position

When several readers sent in “generically similar” questions like the ones below, my response was similar to each. It helped them. Perhaps it will help you too. Sooner or later, we all leave our first ELT position for “greener pastures”. Sometimes we stay. Sometimes we don’t. Often we simply want a better salary or income to help support the better life we were originally looking for. Here are the situations, questions and my response.

“About teaching English abroad; I wanted to ask you a couple of questions.”

“I have a technical degree and years of successful experience but I find myself with a desire to do something different. I visited my dream country on vacation and I fell in love with the country. Now I am giving up a good job in the USA and moving to abroad to teach English.”

“I took the TEFL and have my certification but I am finding that most schools want an Education-related degree and my technical degree seems to be hurting me despite the TEFL. I have found work with private students but I am having a hard time finding full-time teaching jobs in one of my more desired cities. For me it's not only about the money. I just want to teach at a high-level school or university.”

Question: Do you have any advice? With my TEFL and technical degree, I can't get a teaching position at a bilingual school. It's depressing!

Thanks for any help at all!!

Here’s What to Do

I'm a little surprised at the "difficulty" you seem to be having, but I'd like to suggest a slightly different approach. You're obviously not marketing to target markets that could most benefit from your multiple expertise. If I may be a bit blunt, you need to get off your duff and do some marketing research. Then market to the target markets you find.

• First, write a cover letter which highlights your technical background with your teaching skills. Show how one complements the other. Focus on trade / technical schools and / or technical career faculties in universities.

• Second, write proposals for teaching ESP, that is technical English to businesses and companies in your target areas. Intensive English courses of from one week to one month might work best at first. Use the phone book, chamber of commerce and periodicals for leads on companies to target.

• Third, advertise in large local newspapers using a small but highly targeted ad for teaching business / technical English to high-tech companies and business professionals. Get some decent business cards too - with your full contact information on one side and your services / expertise on the other. I'll bet you don't have good business cards at the moment, do you?

• Finally, you're causing your own problem in part, which is good in that you can then provide your own solutions. Get to work. If you really get stuck and genuinely require additional help, let me know and I'll try to prod you in the right directions again.

I hope I've helped. What happens to you is up to you - not me or anybody else for that matter.

One final point: Don't give up. Keep plugging away. If it takes a couple of months or more to saturate the market sufficiently to start getting relevant feedback, so be it. Do what it takes to succeed.

The opportunities are out there.

Now you just go out and get them.

Prof. Larry M. Lynch is an English language teaching and learning expert author and university professor in Cali, Colombia. For more information on entering into or advancing in the fascinating field of ELT send for his no-cost pdf Ebook, “If You Want to Teach English Abroad, Here’s What You Need to Know”, send an e-mail with "free ELT Ebook" in the subject heading. For comments, questions, requests, to receive more information or to be added to his free TESOL articles and teaching materials mailing list, e-mail: lynchlarrym@gmail.com

Article Source: http://EzineArticles.com/?expert=Larry_M._Lynch

School Teachers

Over the many years that I have taught I have seen one fact that is always constant. TEACHERS
When the lights go out for the day they move into the halls or to the nearest window and TEACH.



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When computers go down and all the technology stops because of some catastrophe they TEACH.
When there are no books they buy their own and share with the students and TEACH.
When the buses get stuck and half the class is late they TEACH the ones that are there.
When half the class is absent because of a flu outbreak, they TEACH the students that are there and then have to do it again when the others return.

When the heat goes off they put on coats and gloves and open their books and TEACH.
When the heat is unbearable they take their classes outside and sit under the trees and TEACH.
When the principal leaves, they don’t know, because they are too busy TEACHING.
When the bells fail to ring they keep TEACHING.

That’s their job and they love it, it’s a passion and they make their administrators look mighty good. If your test scores are up it is because of your teachers.
Just like the district the teachers bills have gone up, their transportation costs are up, their food costs are up, their heat and electricity is up etc. etc. But unlike other industries their salaries are low.

Teachers are the backbone of the education system. They are the ones that are on the front lines of the war against ignorance. They are not only required to teach core subjects they are expected to teach citizenship, responsibilities, manners, cleanliness, safety from all the bad things of the world and each year more responsibilities are shifted from the home to the school system. The compensation they receive in comparison to their responsibility is pitiful. But dispite the pitiful compensation they keep teaching because they love kids.
Your teachers deserve a break, not a little break, but a big break. They need adequate compensation for all they do. They are the bottom line and are the ones that accomplish the goal of a district. They TEACH.
http://www.articlesbase.com/education-articles/teachers-187500.html

The School Teacher Resume

What does your resume say about you?

A school teacher resume has to focus on what you have done well in the past. It must focus on educational background, experience (subject area), professional development, special skills and more! School administrators want to know what has made you successful in the past. It is commonly believed that if you have done well in the past, you will continue to do well in the future. So, you have to show them what you have done in order to convince them of what you can do for them.

Here are two things you must do well in order to impress school officials with your school teacher resume.


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First, identify your qualifications for the position you are seeking. While education is a field that is typically always looking for qualified applicants, the competition can be tough for jobs in good school districts. If you know at what you excel, then you can create a resume that reflects those outstanding abilities and make a solid, positive impression.

How do you accomplish this?

Know what the school district is looking for by asking questions, making phone calls, talking to other teachers in the district. Find out in what officials are most interested then meet those needs in your resume.

Second, show how you enhanced your former students' academic, social, creative and technological skills as a teacher. Success almost always follows success as a good school teacher has the ability to take what they have learned (that works) and apply it to a variety of school settings.

How do you convey all of this on a resume?

The key is to show, rather than tell. Achievements and awards are excellent for this. If you are able to show the school administration that you have excelled in previous teaching settings, then they will expect you to do at least as well, if not better, in the position they have available.

A school teacher's resume should always include these items:

1. ability to communicate with people at all levels (children, parents and school officials)
2. your ability to instruct children of diverse backgrounds and educational levels with a variety of differing approaches
3. accomplishments, awards, goals reached, specialized training, etc.

When you tell the prospective employer how you can meet their needs (what you can do for them), then you are one step closer to getting an interview. That is the whole point of creating an outstanding school teacher resume.

According to the Bureau of Labor Statistics, the job market for teachers "continues to vary by school location and by subject taught" but "job opportunities for teachers over the next 10 years will vary from good to excellent."

Finding a job isn't going to be the tough part. It's finding the job in the school district you WANT that is going to cause the most worry. Competition will always be fierce for those coveted positions. That's why your resume has to be excellent.

Be sure to include the information that school administrators are seeking and your resume will make a great first impression. After that, you will be well on your way to a great job.

Carla Vaughan, Owner/Webmaster Professional-Resume-Example.com

Carla is the owner of Professional-Resume-Example.com, a web site devoted to assisting candidates in the job-search process. She holds a B.S. in Business from Southern Illinois University and has authored several books.

Article Source: http://EzineArticles.com/?expert=Carla_Vaughan

Things You Need To Know About Praxis Ii

In the same way that products have to pass quality standards, teachers undergo the same thing, through qualification exams such as PRAXIS II. PRAXIS II has been set as the standards which aspiring K12 teachers have to go through. In this type of examination, thorough knowledge of various subjects, as well as understanding of the principles of teaching and learning methods will be measured. The results of the said test will determine teachers' future employment and affiliation to different professional groups.

Given the importance of PRAXIS II, it is but proper for the test takers to know more about it. Here are some frequently asked questions regarding PRAXIS II.



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- What are the subjects I have to study for a Teaching Foundation type of exam?

The Teaching Foundation Examination consists of five areas that the examinee has to study: Mathematics, Language Arts, Science, English, and Social Science. The question comes in multiple choice and constructed response.

- What are the options of taking PRAXIS II exam?

Examinees have two options of taking it: computer-based and paper-based examination

- How do I register for PRAXIS II examination?

Those who intend to take the examination can register via mail by downloading and printing the registration form from the PRAXIS website and mailing it together with the other requirements stated in the form.

Examinees can also register by logging on at the official PRAXIS website and filling up the necessary information.

- How can I pay for the PRAXIS II examination?

Payments can be made thru credit cards (in the case of online registration) or by checks and money order (if you registered thru mail).

- How will I find out about the things that I need to study?

There are "Test at a Glance" sections that you can refer to. This section includes an outline of the things that will be covered as well as guide questions. You may also find this section helpful because of the tips that it gives in choosing and finding the right answers for the questions.

- How can I prepare for PRAXIS II?

Basically, the things that you discussed during your training will cover the things you need to know. It only takes a few reading and scanning of old notes for you to recall all the information.

It also helps to answer sample test questions and mock exams to see how much you recalled and forgot.

- What are the things that I need to bring for the PRAXIS II test?

These things should be brought on the day of the examination:

- The admission ticket
- Forms of identification
- Soft-lead pencils (mechanical pens are not allowed), eraser and black pen

These things must be brought at the testing centers because these will not be supplied to you. Other personal belongings will be left at the designated lockers and cannot be accessed while the examination is going on. Please avoid bringing excess stuffs since the locker space is limited.

There is no easy way to pass the standards for educators than to become a teacher credible and qualified enough to handle the job. Hard work is needed, but it sure will lessen the load up a bit by knowing the things that need to be prepared and done for the PRAXIS II test. Good luck!
http://www.articlesbase.com/marketing-articles/things-you-need-to-know-about-praxis-ii-189152.html

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Pass Praxis In Flying Colors! Tips In Acing The Praxis I Exam

Students are not the only ones who should ace in an exam; those who aspire to be teachers are faced with the same challenge come licensing and qualification exam such as PRAXIS I. Therefore, ardent preparations should be made so that these teachers-to-be can prove themselves worthy to educate others.

To prepare for the upcoming PRAXIS I exam, here are some tips that you have to keep in mind.

1. Determine the subject areas that you need to study.

It is a good habit to write a list of the topics that will be included in the subset that you will be taking. This habit brings a lot of advantages, some of which are as follows.

- It allows you to save time.

Reviewing time must be maximized to achieve best results. In as much as you want to know all, the tests are taken in subsets, and it is focused on certain topics.

It will also allow you to cover all the things that you have to know, because as soon as you have listed all the topics, you can divide your time to review it all.

- It allows you to master the topic at hand.

You will know more form a certain topic if you focus mastering it and ignoring other facts that would just confuse you.


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2. Collect your resource materials way before starting to study.

It would be more advantageous if the resource materials that you need have been listed and sorted according to the list of topics that you have prepared. In this way, you know the materials that you still need to find, and at the same time, it will save you time in looking for notes you need from a pile of reading materials.

3. Compare previous results to assess how you are faring so far.

Previous results of tests, may it be mock, review, or the actual PRAXIS (if you will be retaking the exam) should be kept for you to know your weaknesses, strengths as well as improvements. This will give you a hint regarding the topics that you need to focus on.

4. Condition yourself for studying.

The best way to have time for studying is to make it a part of your system. A good study habit will do you good since it is easier for your mind to cooperate with your will to review.

To create a study habit:

- Assign a certain place for you to study only.

This place should be conducive enough for reviewing. And it should only be associated to studying only. Therefore, there should not be any source of interruption such as television, phone and the likes.

- Create a study schedule and stick to it.

Schedules are worthless if you do not adhere to it. So there should be minimal diversions from the study plan. To help yourself adhere to it, you should be able to know the time when you are most efficient to take in information, as well as the time when you are most tempted to take a nap or break. In this way, your study schedule is patterned after your own activities.

Studying for PRAXIS I exam is like studying for any other examination, But this preparation time should be given a more serious approach since it is your future to become teachers that is at stake.
http://www.articlesbase.com/education-articles/pass-praxis-in-flying-colors-tips-in-acing-the-praxis-i-exam-187690.html

Elementary School Teacher - Get Help With Elementary Lesson Plans

Are you an elementary school teacher or a home school mom that is burned out of coming up with elementary lesson plans for your students? I'm quite sure that no one except teachers has any idea of how difficult and sometimes stressful it is to come up with great elementary lesson plans for each subject and each day you plan to teach.

I recently retired from teaching after having a fourth grade classroom for nearly thirty five years. I loved teaching more than anything else, but planning elementary lesson plans nearly did me in a few times. At several times throughout my teaching career I would come home and complain to my husband that I wanted to be done. The job was too hard, the pay was too small, I was underappreciated, and I had to spend hours each week making elementary lessons plans that half of the time I didn't even follow.



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Five years before retirement another teacher gave me some of the best and most relieving advice of my teaching career. I'll admit that I was a little upset that I hadn't heard this news thirty years before, but I was grateful nonetheless to get all the help I could. This teacher suggested that I start looking for other ways and sources of getting great elementary lesson plans for my classroom.

At first I laughed at her and responded with a simple "yeah right." I had myself convinced that I was the only reliable source of elementary lesson plans and that my classroom would fall apart if I didn't have the perfect plans going into each morning. I was wrong. My teacher friend suggested that I utilize resources that other teachers have made in my own classroom. She suggested that I look for elementary lesson plans at bookstores, teaching stores, and even on the internet.

I began to look around for other sources of elementary lesson plans during the summer between two school years. I was skeptical about finding something that worked, yet I found the idea intriguing enough to be worth my trying. What I discovered as I really began looking for elementary lesson plans was unbelievable: there really is a wealth of information and resource available for teachers in the area of elementary lesson plans. I had no idea how much work had been written and published in this area. I stumbled upon a treasure house of solid information that changed everything about the last five years of my career.

So teachers, regardless of how long you've been in the classroom, start looking now for great alternatives for elementary lesson plans. You'll be glad you did.
http://www.articlesbase.com/education-articles/get-help-with-elementary-lesson-plans-32496.html

Effective High School Math Teaching: A Recipe for Success

Why is math so hard to teach and why are there so few good math teachers? Whether you are a student, parent, or yes—even a math teacher—you know how true this question is. Effective math teaching requires more than just a good handle on the subject. A great high school math teacher must be a great salesperson; moreover, effective teaching—period—requires that the teacher be a better salesperson than the students. For if you can sell the students your bag of goods successfully every day, then your knowledge of the subject becomes a secondary attribute. Additionally, if you manifest a genuine concern for the individuals that you teach, mix this with a little humor, present the material with a commanding knowledge, and show enthusiasm for what you are selling, then the victory will be easily at hand.

Anyone who can teach a bunch of high school kids on a daily basis—let alone a subject like algebra, geometry, or integrated math—is worthy of some kudos. Teaching effectively on a daily basis is worthy of adoration. An effective salesperson must win over his clients and close the sale. A great teacher must win over his students and “close” their education. Once a teacher closes his students, disciples are made and the rest is easy. Closing one’s students requires a passion for math, a genuine concern for their person, and a willingness to take risks in one’s approach to teaching.




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Days and months could be spent on all the reasons that the teaching profession is hurting: why there are so few good math and science teachers; why math test scores are sinking; why students are not achieving like their Asian brothers and sisters are; on and on and on. The purpose of this article, however, is to get right to the point: effective math teaching begins with a burning passion for the subject in question and an intimate connection to the dimension within which the “mathematical spirit” resides. Without either of these two qualities, you will not be an effective math teacher: without passion, you will never be able to repel the daily buffets of the students; and without that spiritual connection, you will never be able to tap into that higher realm, where magical discoveries are made and serendipitous insights are yours for the asking.

You want to teach math effectively? Forget remembering formulas and rote ways to solve problems. Tap into a higher consciousness. Develop a zeal for the mysteries that this subject unfolds. Let your students sense this ardor. Be a great salesperson. The rest will be simply magic.


Joe propagates his teaching philosophy through his articles and books and is dedicated to helping educate children living in impoverished countries. Toward this end, he donates a portion of the proceeds from the sale of every ebook. For more information go to http://www.mathbyjoe.com

Article Source: http://EzineArticles.com/?expert=Joe_Pagano

Mathematics for Elementary School Teacher

This page offers good places to begin looking for collections of elementary-level lesson plans. For more sites, see our page of individual elementary-level lesson plans, or you can browse all lesson plans, or search the Forum's Internet Mathematics Library.
http://mathforum.org/teachers/elem/lessons-collections.html

The First Day of School - How To Be an Effective Teacher

The first day of school is always exciting. It can be a bit frightening as well, both for the teacher and the student. Everyone wants to make a good first impression and it can only happen once. Here are some suggestions for that first day you may want to consider. For me this has been a wonderful way to start out the school year.

It is most important on this day that you be warm and friendly, yet establish early the fact that you are organized and in control. You are the teacher. One way to establish your leadership in a firm, yet friendly, way is to form a welcome line as the students enter the classroom.

Meet your students at the door, introduce yourself, ask their name and shake their hand. The first person then stands next to you. Meet the next person, shake their hand, and introduce them to the first person standing next to you. The second student then shakes hands with the first student and stands next in line. Each person, as he enters, is warmly greeted by the teacher and the introduce to the first student, who in turn introduces him to the next student, and so on, forming a line all around the outside of the classroom.



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When all of the students have entered the classroom and have shaken hands with all of the other students, the teacher then greets them again and has them sit in pre-assigned seats. Having students sit in alphabetical order makes it easier to learn their names quickly.

Some of the advantages of a “welcome line” and “seating chart” the first day are:

1. All students have met each other and the teacher.

2. It establishes order and puts the teacher in control.

3. You do not have students scrambling for the last seat and to sit by their friends,

thus “nipping” any potential discipline problem before it arises.

4. Students feel more secure when they see the teacher is organized.

You may also find it helpful in learning students names quickly with a “picture seating chart.” If you have access to a yearbook with student pictures, you can photocopy the pictures, put the name of the student on their picture, and place them in the seating arrangement you desire.

It is a good idea to then photocopy your new “picture seating chart.” Using the photocopied chart has the following advantages.

1. You do not lose the picture.

2. Pictures cannot be moved by an unauthorized student.

3. The original picture stays in good shape.

Hopefully these ideas will help you start the first day of school in a fun, well organized manner. For me, it worked smoothly every time.

Merlin Frei has been a religious educator for over 36 years and is now sharing "frei" information on his website. You can read other articles there and/or register for his newsletter.

Religious Art:http://www.scriptureteachers.com/home.html

Article Source: http://EzineArticles.com/?expert=Merlin_Frei

Elementary School Teacher Tips: Improving Social Skills in ADHD Students

Thank you to all of our professional educators who dedicate themselves to our children! We know how difficult it can be working with ADHD children, so here are your teacher tips for the week, brought to you by the ADHD Information Library and ADDinSchool.com. This is a sampling of over 500 classroom interventions for your use at http://www.ADDinSchool.com.

Here are some tips on Improving Social Skills:

Provide a safe environment for the child. Make sure the child knows you are his friend and you are there to help him. Treat him with respect. Never belittle him in front of his peers. Both he and the other children know that he stands out, and if the teacher belittles the child, then the rest of the children will see that as permission from the teacher to belittle the child as well.



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Students with attentional problems experience many difficulties in the social area, especially with peer relationships. They tend to experience great difficulty picking up other's social cues, act impulsively, have limited self-awareness of their effect on others, display delayed role-taking ability, and over-personalize other's actions as being criticism, and tend not to recognize positive feedback. They tend to play better with younger or older children when their roles are clearly defined. These students tend to repeat self-defeating social behavior patterns and not learn from experience. Conversationally, they may ramble and say embarrassing things to peers. Areas and time-periods with less structure and less supervision, such as the playground and class parties, can be especially problematic.

Enlisting the support of peers in the classroom can greatly enhance your student's self-esteem. Students with good social awareness and who like to be helpful can be paired with him. This pairing can take the form of being a "study buddy", doing activities/projects, or playing on the playground. Cross-age tutoring with older or younger students can also have social benefits. Most successful pairing is done with adequate preparation of the paired student, planning meetings with the pair to set expectations, and with parental permission. Pairing expectations and time-commitments should be fairly limited in scope to increase the opportunity for success and lessen the constraints on the paired students.

Students with attentional problems tend to do well in the cooperative group instructional format. Small student groupings of three to five members, in which the students "sink or swim" together to complete assignments/projects, encourage students to share organizational ideas and responsibilities, and gives an ideal setting for processing interpersonal skills on a regular basis.

Small "play groups" of two to four students can help your student to develop more effective social skills. These groups are most effective if socially competent peers are willingly included in the group. The group should be focused on activities that stress interaction and cooperation. Board games, building projects, and sessions that promote frequent verbal interactions provide the greatest opportunity for learning appropriate social skills and controlling impulsivity. Your student would benefit most when the target social skills are identified and practiced with them prior to the activity and processed after the activity.

Many students lack friends to be with outside of the school-setting. It can be beneficial to strategize with your student and his parent on developing a "friendship plan" for the home setting. Sometimes the goal of establishing one special friendship is ambitious and sufficient. This could include steps of identifying friend possibilities that might be available/accepting, practice in making arrangements using the phone, planning an activity or sleep-over that is structured/predictable, and tips on how to maintain friendships over time.

A subtle way for your student to learn social skills is through the use of guided observation of his peers on the playground. Accompany them on to the playground and point out the way other students initiate activities, cooperate in a game, respond to rejection, deal with being alone, etc.

For many students, thirty minutes on the playground is beyond their capability to maintain peer relationships successfully. If necessary, break up the recess into ten minutes of activity, a ten minute check-in with the teacher/playground supervisor, then another ten minute activity period.

Restricting the area available for your student during recess can increase the contact with adult supervision and lessen the complexity of social decision-making. This can be done privately with your student prior to recess. Many students welcome this manner of simplifying their social interactions during this period of low structure.

It is helpful to meet with your student prior to his lunchroom/playground period to review his plan for recess activity and with whom he will sit during lunch. Have him ask peers in advance of the recess block to do a certain activity with him. Process the activity with your student after recess and make suggestions for the following day.

Hopefully these will help the ADHD students in your classroom to be more successful. You can learn more about Attention Deficit Hyperactivity disorder at the ADHD Information Library.

Douglas Cowan, Psy.D., is a family therapist who has been working with ADHD children and their families since 1986. He is the clinical director of the ADHD Information Library's family of seven web sites, including http://www.newideas.net, helping over 350,000 parents and teachers learn more about ADHD each year. Dr. Cowan also serves on the Medical Advisory Board of VAXA International of Tampa, FL., is President of the Board of Directors for KAXL 88.3 FM in central California, and is President of NewIdeas.net Incorporated.

Article Source: http://EzineArticles.com/?expert=Douglas_Cowan,_Psy.D.

Elementary School Teacher Tips: Organizing Your ADHD Students

Thank you to all of our professional educators who dedicate themselves to our children! We know how difficult it can be working with ADHD children, so here are your teacher tips for the week, brought to you by the ADHD Information Library and ADDinSchool.com. You can read over 500 classroom interventions at http://www.ADDinSchool.com.

Here are some tips on Organizing Your ADHD Students:

See what you can do to help organize the ADHD child's environment. Use dividers and folders in his desk so he can easily find things. Teach him how to organize himself better. These are skills that he does not know, and needs to learn.

Help the child to organize his written work or numbers. Allow the child to move a pencil or his finger across the page while reading. If he's writing, allow him to use one or two fingers for spacing between words. During math, graph paper may be very helpful to organize his numbers and columns.



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Your student will function better when able to anticipate times requiring increased concentration. A visual representation of the day's schedule will provide another opportunity to internalize classroom routine.

Completing school work and maintaining behavior during the school day can be exhausting experiences. Large homework loads on a regular basis can become discouraging for him and very stressful for the parent involved. Attempt to have homework reduced, if possible, and limited to guided practice on material that he has begun to master. Attempt to break down long?term assignments into steps to lessen your student's feeling overwhelmed. Consider having the student complete every third problem, instead of answering each one.

Emphasize practice and assignment completion on the word processor to lower the frustration many students feel with written work.

Model an organized classroom and model the strategies you use to cope with disorganization.

Establish a daily classroom routine and schedule. Show that you value organization by following 5 minutes each day for the children to organize their desks, folders, etc. Reinforce organization by having a "desk fairy" that gives a daily award for the most organized row of desks.

Use individual assignment charts or pads that can go home with the child to be signed daily by parents if necessary. Develop a clear system for keeping track of completed and uncompleted work such as having individual hanging files in which each child can place completed work and a special folder for uncompleted work.

Develop a color coding method for your room in which each subject is associated with a certain color that is the that subjects textbook cover and on the folder or workbook for that subject.

Develop a reward system for in-school work and homework completion. One example of a system that reinforces both work quality and work quantity involves translating points earned into "dollars" to be used for silent auction at the end of grading period. For children needing more immediate reinforcement, each completed assignment could earn the child a "raffle ticket" with her/his name on it . Prizes or special privileges could be awarded on the basis of a random drawing held daily or weekly.

Write schedule and timelines on the board each day. Provide due dates for assignments each day. Divide longer assignments into sections and provide due dates or times for the completion of each section.

Tape a checklist to the child's desk or put one in each subject folder/notebook that outlines the steps in following directions or checking to be sure an assignment is complete. Provide study guides or outlines of the content you want the child to learn, or let the child build her/his own study guide with worksheets tat have been positively corrected.

Be clear about when student movement is permitted and when it is discouraged, such as during independent work times.

Your student should be encouraged to utilize assignment sheets, broken down by day and subject. He or his teachers can record assignments at the completion of each task. An organizing time at the end of each day can be helpful to gather the necessary materials for the assignments and develop a plan of action for completion. This will greatly aid the development of the "executive processes."

Your student can become overwhelmed with floods of paper and be unable to find the needed materials. It is often helpful to carry only two work folders, one that contains work to be completed and one with work to be filed. Reviewing these work folders should become a regular part of the daily routine, with irrelevant work removed.
Some students now take a small dose of their medication when they come home from school to aid in studying/homework completion. Check with the doctor about the time period of maximum medication effectiveness to help set?up a sensible homework schedule.

Quite often, variability in work performance will be related to the teacher's style and your student's temperament. Teachers tend to instruct using their own preferential learning style. Sequential teachers may help by providing more structure for him but the teacher may become frustrated with his disorganization and behavior. Random teachers, while not providing external structure, may be more likely to utilize flexibility in adjusting to his needs. Attempt to place your student with teachers who have similar styles that have proven effective for their particular needs. Some teachers have received training in dealing with students with attentional problems that would make them a particularly effective resource.

One of the simplest interventions with the most power is to have an extra set of textbooks at home to minimize the problem of not having the necessary homework materials.
Since fine motor activities and spelling can be a problem, consider a major emphasis on using a word processor at an early age. Software to practice keyboarding should have stimulating graphics to motivate their use. Using a "spell check" program is critical.

Along with the "executive process" of organizing for homework at the end of the day, a daily check-in time at the beginning of the school day can be helpful in preparing for a successful day. Checking the previous night's homework, highlighting changes in the daily schedule, and even pre?teaching some of the lessons for the day can ease stress.
Your student should have a regularly scheduled time for cleaning his desk at least once a week. This will improve his ability to find his materials. It may, however, require the assistance/instruction of an adult to make this a successful experience.

Hopefully these will help the ADHD students in your classroom to be more successful. You can learn more about Attention Deficit Hyperactivity disorder at the ADHD Information Library.

Douglas Cowan, Psy.D., is a family therapist who has been working with ADHD children and their families since 1986. He is the clinical director of the ADHD Information Library's family of seven web sites, including http://www.newideas.net, helping over 350,000 parents and teachers learn more about ADHD each year. Dr. Cowan also serves on the Medical Advisory Board of VAXA International of Tampa, FL., is President of the Board of Directors for KAXL 88.3 FM in central California, and is President of NewIdeas.net Incorporated.

Article Source: http://EzineArticles.com/?expert=Douglas_Cowan,_Psy.D.

School Teacher - How to Teach to a Diverse Classroom of Students

Each year teachers are faced with the daunting task of teaching to a classroom of 20-30 individual students, each with their own learning styles, interests, and abilities. Providing optimal learning for such a diverse group can seem overwhelming. But, there is a simple approach that can be used which will enable all students to succeed, and that approach is simply using variety and choice. Not only does this approach address the multiple learning styles of students, but it also aides in making them independent learners.

While the classroom still needs to have structure (routines, rules, procedures), providing variety within that structured environment can aide in providing optimal learning for all students. Using a variety of instructional approaches such as lectures, PowerPoint presentations, inquiry-based instruction, hands-on experiments, project/problem-based learning, or computer aided instruction, not only addresses the various learning styles of the students in the classroom, but it can help learners become more flexible in their learning. Most learners do have a preferred learning style, however this does not mean they are strictly dependent on that style to learn. They are also comfortable with and able to learn from several other styles as well. Exposing students to a wide variety of learning styles will enable them to become more flexible learners.



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It is also beneficial to vary the input devices used and the resources made available in the classroom. Children have a wide variety of preferred learning devices, therefore making as many available as possible provides for this diversity. For example, when presenting information use audio (songs, speeches, interviews, etc.), video, books, posters, hands-on manipulatives, food, and smells. Technology has made available a wide range of resources, such as PowerPoint presentations, live video feeds, chats, and communication. PowerPoint presentations are a great way to present information using a mixture of audio, video, animations (movement), and text. These presentations can also be made available to the students via the computer for them to review at their own pace. The internet/ computers also offer interactive learning activities that combine movement, visuals, and sounds, such as virtual science experiments. These allow students to conduct experiments never before thought possible due to danger or lack of equipment. Virtual experiments can be found at http://www.explorelearning.com .

Pre-exposure to material also aides in learning. The more familiar students are with a subject the easier it is for new learning to occur. Therefore, providing students with a variety of pre-exposure materials can better prepare them for new learning units. For example, monthly calendars that list the upcoming themes, a classroom website with links to various websites related to upcoming themes, books, magazines, maps, posters, computer software, and manipulatives can be provided for students to browse at their leisure. Providing a variety of materials takes into consideration the learning preferences of all students.

Novelty can be used to gain and keep students’ attention. People usually only pay attention to things that are of value or things that are personally meaningful. Therefore, relating learning to your students’ real life experiences or interests can catch and keep their attention. “Shock” them with an unusual noise, experiment, video, song, etc. You can also present them with a problem or project that relates to their real world in order to gain their attention and interest at the beginning of a unit. Issues such as environmental problems, problems with long lines in the cafeteria, designing the perfect playground, planning a field trip within the budget, local traffic issues, etc. can all be considered. Making learning meaningful, relevant, and interesting to your students not only gains their initial attention, but keeps it throughout the lesson.

When planning your lessons it is beneficial to try to include as many of the senses and/or Gardner’s multiple intelligences (verbal-linguistic, logical-mathematical, kinesthetic, visual- spatial, musical, interpersonal, intrapersonal, and naturalist) as possible. You can do this by using a variety of activities in your plans such as songs, games, experiments, field trips, real world experiences, interviews, guest speakers, physical movement/exercise, small group activities, individual activities, partner activities, cooking/food/snacks, hands-on experiences, etc. Providing a variety of activities will enable students of all ability levels to succeed.

Not only do students have diverse learning styles but varying bio-cognitive cycles as well. Some students learn best in the morning, some in the afternoon. Therefore, having a flexible classroom schedule can provide for these differences. Also, varying the times and types of assessments can give all students a fair chance of showing their true abilities.

When applicable, it is beneficial to give students choice in activities and assessments. This provides students opportunities to showcase their individual talents and can aide in classroom management as well. If students are constantly dictated to and not given a voice or choice they can grow resentful and “act out”. Provide a variety of classroom activities for students to choose from during structured and unstructured times, give them several projects such as posters, PowerPoint presentations, reports, interviews, videos, brochures, etc. to choose from when assessing their knowledge. Giving students choice provides them with a sense of empowerment over their learning and can aide them in deciding what learning styles and assessments work best for them, thus helping them become more responsible for their own learning.

It would be a pretty boring world if all learners were the same. Diversity makes the classroom more interesting and exciting. Teachers should honor and respect the uniqueness of each student by offering variety and choice in their classrooms. Not only will this address the diverse needs of the students, but it will also help them to become independent learners as well. After all, is that not the goal of education?

Tina O'Block holds a Master’s degree in Curriculum and Instruction and a Bachelor’s degree in Elementary Education. She has been teaching for 13 years.

She is the author of Now I Know My ABCs and a Whole Lot More: Alphabet Activities for Preschoolers and Kindergarteners which is available at http://www.oblockbooks.com and the article, How to Help Your Child be Successful in Kindergarten.

You may also contact her at oblockbooks@worldnet.att.net.

Article Source: http://EzineArticles.com/?expert=Tina_O'Block

School Teacher - Home School Progress Check - Parent-Teacher-Student Conferences

Aren't you glad you don't have to endure parent-teacher conferences? It's just one of the blessings for those who home school. The purpose of parent-teacher conferences is to check the progress of the student for the current school year. You may love the fact that you don't have to stand in lines, hear how others think your child is doing, or try to reason with another teacher, but you may want to consider conducting a progress check of your own. You could call it a parent/teacher-student conference.

First, decide when the appropriate time is to review this year's progress. It may be once a quarter, twice a year, or as a year-end evaluation.

Second, you need to decide what your objectives are. Do you want to evaluate your curriculum to see how well it fits your children? Are you checking the progress your children are making, to see how they handle the subjects or if they are staying on grade level? Maybe you just want to see how your children perceive they are doing. Before you move to the next step, choose which items you want to include in your conference.

Third, keep in mind that this is not a test. This is a conference, a progress discussion. Don't administer tests, but be prepared to look at or discuss recent homework projects, tests or grades.

Fourth, make up a questionnaire for your children.. Remember, it's not a test. Give them the questionnaire a couple of days before you plan to meet, so they can be thorough and have time to remember everything.




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Here are some questions you may want to use:


On a scale of 1 to 10 (10 means “perfect,” 5 means “okay,” 1 means “couldn't be much worse.”) how would you rate ___________________ ? You can use this to evaluate each subject, specific projects, or a certain period of time.


Name three things that you think were the best learning experiences. Be ready to tell me why each one was so good when we have our meeting.


List one thing you think we could do better. Do you have suggestions for how we could improve it?


Which subjects/topics/projects are you very good at? Which ones do you struggle with?


If you could learn about anything, what would you pick?


What are some of your goals? They don't have to be school-related.


What changes do you need to make to be more successful?


What changes do you think our family may need to make to help you learn better



You can add your own questions to evaluate your unique situation. You may choose to have students fill out the questionnaire ahead of time or just think about the answers, so you can discuss them together.

Fifth, set up your conference and be prepared to listen to each child separately. Try not to be defensive; just listen. You may disagree with the child's self-assessment. If that is the case, you can share what you think, but try to phrase it in a way so your child will listen. Perhaps something like this: “That is a very interesting observation, Emily. I have some other thoughts to go with it. Can I share them with you?” Then, proceed to share your concerns, and be prepared to listen again.

With some honest discussion, you will be able to evaluate your home school situation and your children's progress. Allowing them to give you feedback empowers your children to be even more involved in their own education. You will all be rewarded by the experience.

Visit Stephenie's site http://faith-filled.com/Faith-filled_Classroom.html for specific tips tailored to classroom teachers and homeschooling parents.

Article Source: http://EzineArticles.com/?expert=Stephenie_Hovland

Los Angeles Schools Run Nation's Second Largest District

In terms of numbers, Los Angeles Schools make up the second largest public school district in the country. Only New York City Schools top them. The issues of running any urban system are complex, but in massive districts the numbers make efforts even more difficult.

Los Angeles Schools Struggle with Graduation Rates

Simply getting students to graduate is a challenge for the Los Angeles Schools. A 2006 USA Today study reported that Los Angeles Schools were among several large urban districts with less than 50% of its students gradating from high school on time. That report put the number of graduates in Los Angeles Schools at 44.2%. This is well under the California state graduation rate of 71%.

Another report released from Princeton University in 2005 estimated the lost income of these dropouts at over $36 billion. These numbers are not surprising to educators in the Los Angeles Schools. Numerous studies over the years have confirmed what Los Angeles Schools teachers know. High School drop-outs are far more likely to become teen parents, commit crimes, and use government funded social and medical services. Graduates have higher incomes, raise better-educated children, and experience other social benefits.



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Los Angeles Schools Receive Funds

As the result of a 2005 lawsuit filed by State Schools Chief Jack O’Connell and the California Teachers Association, some of the poorest rated Los Angeles Schools were awarded extra funding in May of 2007. The lawsuit was filed in 2006 against California Governor Schwarzenegger and the California Department of Finance. It alleged that they had failed to appropriately fund Proposition 98 during the 2004 to 2006 school years.

O’Connell is using the lawsuit’s awards to provide $2.7 billion to some of California and Los Angeles Schools’ highest risk schools. The funds are part of a program called the Quality Education Investment Act. The funds will provide chosen Los Angeles Schools with additional per pupil funds of $500 for k-3rd grade, $900 for 4th through 8th, and $1,000 for 9th through 12th . Los Angeles Schools intend to use the money for hiring more teachers, addressing class size concerns, professional development, and hiring in-school counselors.

Los Angeles Schools are in need in many areas. The national achievement gap is huge here because of a large population of English Language Learners, and a low socio-economic population. One concern of the Princeton study mentioned above is that it pointed out huge discrepancies in graduation rates between white and non-white students. African-American students and Hispanic students have the lowest graduation rates; and Los Angeles Schools are largely made up of these student minorities. Over 100 Los Angeles Schools will receive the additional funds over the next seven years.

Patricia Hawke is a staff writer for Schools K-12, providing free, in-depth reports on all U.S. public and private K-12 schools. For more information please visit Los Angeles Schools

Article Source: http://EzineArticles.com/?expert=Patricia_Hawke

Teacher Tips 101 - Things You Need To Know About CSET

Education can be considered as a basic need- more than a necessity rather than mere luxury. That is why it is very important to ensure the quality of education that teachers get for them to be able to carry on a noble task- the task of molding others' future.

In this regard, the California Commission on Teachers Credentialing (CCTC) continues to facilitate the CSET (or California Subject Examination for Teachers) for California students to receive instructions of great academic standards. A teacher has to be competitive in all aspects; something that CCTC has to ensure. And aside from the reviews that teachers have to make, they still have all the procedures that they have to follow to take CSET.



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Here are some things that teachers have to keep in mind when they are intending to take CSET.

- What are the CSET tests that a teacher can take?

Teachers can choose from the various CSET programs: the Multiple Subjects Test, the Preliminary Educational Technology Test, the Writing Skills Test and the Single Subjects test.

- What are the differences between the test types?

The Multiple Subjects Test allows the bearer to teach all subjects that he or she is qualified in teaching in a classroom. This style has been commonly used in Elementary settings. The students learn most basic subjects (if not all) from one teacher.

A Single Subject Test, in turn, allows a bearer to teach a certain subject of expertise in a departmentalized setting, most commonly seen in secondary schools. In this kind of setting, students receive instructions from teachers specialized in handling a certain subject.

- Do I need to take the Preliminary Educational Technology Test?

Even if a teacher has been certified to be proficient in a certain subject, he or she has to be proficient enough to handle the technologies used in teaching; The CSET Preliminary Technology Test handles that task.

- Where do i get review guides for CSET? Teachers have options in getting review guides. There are review guides which you can buy. However, you can save money by checking the electronic review guides available at the CSET official website.

- How do I register for CSET?

Here are the steps that teachers have to follow in registering for CSET. Teachers who intend to take the CSET exam can visit the CSET website. Registration is available all the time. However, the cut-off time to be observed is 5 in the afternoon, Pacific time.

Registration forms can also be sent by mail, but the 5 p.m. cut-off time still applies.

Another option to take into consideration would be to call the CSET hotline to register via phone. Please refer to the CSET website for the numbers to contact.

- How do I pay for CSET?

CSET takers can check the CSET website for specific payments. The payment dues can be paid via MasterCard of Visa if the test taker registered online or thru phone. For test takers who registered thru mail, payments can be made thru personal checks, and money order, aside from the options available to those who registered online.

The task of educating others toward their future is a hard task indeed. But teachers do not have to worry, for CSET would just be a breeze, if you take these things in mind.

Mario Churchill is a freelance author and has written over 200 articles on various subjects. For info on passing the Praxis II and studying for the Praxis exam checkout his website today.

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Tips on Taking A Distance Learning MBA

Although the concept of distance learning is not a new one, many professionals who already have bachelor's degrees are taking advantage of off-site learning opportunities to attain a distance learning MBA.

Many accredited universities are beginning to offer distance learning MBA courses in an attempt to reach students who are not able to attend on campus classes for a wide variety of reasons. Many institutions that offer distance learning MBA courses are considered a distance learning college, but many traditional educational institutions are also offering distance learning courses that allow alumni to get a distance learning MBA from their alma matter. However, many times a degree from a distance learning college carries the same weight as a degree earned by students who had the opportunity to attain the same degree in a traditional classroom setting. In fact, some employers and industries actively recruit graduates from a distance learning college because of the ability and discipline it takes to graduate from a distance learning program, especially a distance learning MBA. Graduating by taking advantage of distance learning courses also shows a lot of determination and the drive to succeed, which are the kind of qualities many companies like to see in their new recruits.


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However, because of many factors, there are many different distance learning formats you can take advantage of to get your distance learning MBA. Correspondence courses have always been very popular, but many distance learning colleges also offer e learning courses, which mean that it is a strictly online class. Many professionals with busy schedules prefer e learning courses because of the convenience and the ability to access class information from any location with an internet connection.

Other programs take advantage of a technology called Live Interactive Television. Live Interactive Television allows students to view a real time lesson by an instructor in a distant location. This technology makes it possible for students to ask questions and interact with instructors, which bridges the distance that separates them. Although this format takes some time to get used to, it can allow an instructor to reach a very large audience, as well as exposing students to instructors and guest speakers that they normally would not have access to. It also allows much of the structure that comes along with a traditional classroom.

Many distance learning MBA programs may televise the lectures so that students can watch or record lectures without physically being in class. In many ways, televised courses are better for many students than Live Interactive Television although they do not have the opportunity to ask the teacher questions.

Although many people settle for a bachelor's degree, getting an MBA can open a lot of career doors and provide better pay for nearly any job. For many people, a distance learning MBA is the only option that makes sense.

Nic Haffner helps his readers to learn more about online accredited degrees by providing them excellent online degree information.

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Superstar Teachers - 7 Inside Secrets for Superstar Teaching

"Teaching is more than a piece of paper or a position. It is a need that develops in the heart. It is a gift, not a learned action and only a true teacher can understand the feelings and needs that come from teaching."

Superstar teachers have control of their classroom, mastery of their material and the respect of their students. However becoming a superstar teacher isn't easy. It takes hard work, perseverance and determination.

Here are 7 secrets of superstar teachers.


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1. Know Your Why

It has been said that if you have a big enough "why" you can accomplish anything. So, know why you want to be a teacher. The reason must be bigger than life if you are going to stay motivated.

2. Prepare Your Priorites

In order to make decisions you need to develop a set of predetermined priorities. Knowing your priorities will help you focus on doing first things first. Most people don't do what is important, they do what is urgent. So, decide what is most important to you and prepare your priorities.

3. Determine Your Destination

If you are going to lead your students to an understanding of your subject matter, then you need to know where you are going. So, take the time to plan out your year and then prepare an outline for your students. This outline will serve as a road map for the upcoming year and everyone knows where you are going and what to expect.

4. Choose Your Battles

You must learn to choose your battles, not every thing is worth fighting over. If you make it your habit to fight over every little thing you will eventually lose the war. Believe it or not, there are situations you might want to ignore and let it go for the time being. But when you do choose to take on a battle, you had better win. If you lose a battle, you will lose respect with your students.

5. Know Your Audience

Spend some time getting to know your students. Ask questions about their families, pets, hobbies, likes and dislikes. The more you know about your students the better you can prepare your lessons to fit them. Besides know one cares about what you know till they know that you care.

6. Work on Yourself

It is very important that you work harder on yourself than you do on job. You must have a plan for personal growth that includes books, CDs, DVDs, seminars and classes that will improve your skills. So, try to read at least one professional book a month, attend at least two seminars a year and try to take one class a year.

7. Ignite Your Passion

It is very important that you teach with passion. If you don't have a passion for teaching, please stop teaching. Effective teaching is done with passion and you must work at keeping that flame burning. One of the best ways to ignite your passion is to watch uplifting movies about people who made a difference.

Movies like: Mr. Holland's Opus, Stand By Me, Man Without a Face or Stand and Deliver

Another way to keep your flame burning is to create a victory file. The victory file contains the notes, cards and letters from your students over the years. This is a powerful tool for maintaining your passion.

Teachers are underpaid, underestimated and unappreciated. Yet, to the true teacher it doesn't matter they continue to teach because it is a fulfillment of their destiny.

Learn more by clicking on the following link Inside Secrets for Superstar Teaching or for more about science teaching go to N-SECS.COM

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School Teaching Money -Pursuing Novel Teaching Methods With Differentiated Education Grant Money

With differentiated education grant money, schools can provide individualized attention to students' learning.

What's Differentiated Education?

Teachers and school professionals are starting to realize the value of breaking away from conventional teaching methods which consisted of pre-packaged lectures and assignments that don't take into account a student's individuality.

Indeed, more and more studies are pointing out that since each individual student has his or her own learning style, using the a blanket teaching approach for all students has less than positive results.

Education of the Future

Differentiated education counteracts the old unproductive method. Students learn the way they learn best and at different levels. For instance, some students can learn grammar skills by simply being shown examples in a workbook while other students will read a story and attempt to pick out parts of speech. When it's time for assessment, students are tested differently as well. In order to show that students have grasped a particular geometrical concept, for example, one student might be asked to solve a math problem, while another student may be asked to build a mathematical model.

In order to put in place differentiated education programs and have the resources necessary to address all learning styles, schools can request differentiated education grant money.



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What goes into a proposal for differentiated education grant money?

As with any other grants, the institution seeking grant money must show in a proposal why the money is required and how the money is used towards furthering the goals of the differentiated education grant. Money will be only be allocated after a detailed proposal review.

The proposal must:

- provide background information,

- detail the objective of the grant,

- describe why differentiated education grant money is requested,

- say in which areas the grant will be used

- and for which target group,

- describe the plan to implement the grant,

- list the personnel involved

- explain the methods for evaluating the success of the project,

- and include a budget.

Depending on the specific project, there may be other, more specific requirements.

Where to apply

Differentiated education grant money can be disbursed by the federal or state government, non-profit organizations, academic institutes, research centers, funding organizations, corporations, and private individuals. Start your online search with grants.gov; this is a site listing all Federal grants available - $400 billion are available. Take a look also at Ed.gov, the US Department of Education website. Or simply sign up for our free report on education grants which lists excellent sources for regarding how to get differentiated education grant money.

One of the best offline ways to research grant opportunities is to visit your regional foundation library, located at most major universities. Your local library also has books listing grant opportunities, just consult with the librarian. Alternatively, these kinds of books will also be available either at your high school counselor's office or your university's financial aid office. You can purchase these books at book stores or do a search on Amazon.

For more information, visit http://www.i2lifeeducation.com, a premier site that provides free resources to help you choose an online education course, and find education grants and scholarships.

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School Teachers - There's Never Been a Better Time to Pursue a Career in Teaching

Nothing is quite like the feeling you get when you lead a group of eager students to a new level of understanding. If you've ever considered becoming a teacher, there's never been a better time than now to follow your dreams. With an explosion of new growth in the field, you'll love the opportunities available to earn your degree online.

What Makes Teaching So Special

Without a doubt, teaching is a career with a social conscience. It takes passion, persistence, and a real desire to help young people succeed. Being a teacher means holding a position of responsibility and authority in society. Teachers are the professionals that ready our children for a challenging world. Also, teaching is a career that will preserve your youth. When you spend your life around kids, their enthusiasm and curiosity is entirely infectious.




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How to Become a Teacher

There are a variety of ways that you can earn the credentials you need to become a teacher. Bachelor degrees are the minimum educational standard for entry into the profession. To increase your salary, master's degrees in a variety of specialties will show your expertise in your particular subject of interest. Accredited online colleges are a great way to earn the basic and advanced degrees you need to follow your dream and become a teacher.

The Looming Teacher Shortage

At a time when education is at the forefront of our national concerns, a teacher shortage is imminently on the horizon. There are a variety of factors contributing to this professional challenge. Retiring baby boomers that have held classroom positions will be easing out of the field.

Also, for some new teachers, the stresses of the position have influenced them to find other means of employment. And the explosion of neighborhoods across the country has increased the demand for qualified teaching professionals.

What Are School District Doing to Attract Talented Candidates into the Classroom?

Signing Perks

School districts nationwide are providing a number of perks for qualified candidates who accept teaching positions. School boards see these signing benefits as a real opportunity to increase recruiting and teacher retention in their counties.

# Student loan forgiveness for teachers in low-income neighborhoods
# Signing bonuses
# Leadership opportunities
# Tuition reimbursement

Housing Subsidies

Housing subsidies, normally associated with international teaching opportunities, are becoming increasingly available for qualified teachers. Public and private school systems are providing free or reduced housing to their teaching candidates as a way to encourage application and retention. This can mean a serious boost to the financial status of a teacher who is concerned about the expenses of buying or renting in their school's area. Housing subsidies could mean thousands of dollars over the course of a fiscal year.

Easier Qualification

Another strategy that is being used to increase the opportunities in teaching is to make qualification for the position more streamlined. Accredited online colleges allow potential teaching candidates to earn a bachelor's degree in less time than the traditional campus program and at a reduced cost.

Benefits of Online Education Online colleges provide a range of benefits over the traditional campus route that will interest you, including

# Faster graduation rate
# Lower tuition
# Customizable class schedules
# No dreaded campus commute

If you have an interest in this exciting career field, find out how you can get started today earning a respected education degree from one of the top accredited colleges or universities in the nation. Discover your possibilities at an accredited online college or university and get started today on a rewarding career path.

Nancy Lambert is an executive for Accredited-Online-Colleges.com. From online certificates to Associates, Bachelors, Masters and PhD degrees, Accredited-Online-Colleges.com provides information on hundreds of degrees offered online through accredited colleges and universities and helps students and adults discover the advantages of earning their degree online. Prepare for a great career today with an online degree in education.

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Teaching Our Kids - The New Education

Teaching our Kids

When our kids go to school, what do they learn? They learn from two levels, one level is from the schools curricula, the other from their peers, but it’s not so much what they learn, but how they learn to learn.

Learning “what” involves remembering what happened yesterday. We don’t have to create a new writing system every year, we can use the one developed years ago. In the same manner, we learn how to become engineers, doctors, and attorneys. This is one level of necessary learning; by memorizing the past.

There is another level of learning, however, a level that in many ways is far more important than any other – a level of insight. Insight is another way of saying spontaneous discovery without books or lectures; a discovery about ourselves and about life.

At this level of insight, a student might be studying about world wars, which would be about yesterday. Then, suddenly, the student might spontaneously question the whole concept of war itself. He or she might even come to a conclusion that war is caused by individuals, the microcosms of countries that fight with each other. This might in turn challenge the student to discover a solution, within each individual, to mankind’s Achilles Heal; the wars that tear humanity apart.



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This type of insight and inquiry is quite removed from dreary memorization, so mundane, yet admittedly necessary in education. This insight is the life that is missing in education, and why students are dropping out in droves. The spontaneity of life, the adventure, and discovery of life is missing, and we search for ways to instill this passion that students so need and deserve.

So, how do we promote this spontaneity among our students? How do we encourage them to think for themselves instead of conform to a failed system that turns its back on life’s realities and continues to promote illusions through dry concepts and dated ideology? It all begins with each teacher letting go of his or her past.

The past is tradition, security, and beliefs, and completely ignores this very moment and what is actually happening in it. The teacher that teaches current events from a standpoint of teaching how the past influences current human behavior does a service to her students, but if that teacher has not gone deeply inside of herself, and discovered her own thoughts and feelings, and how her thoughts and feelings create the hypocrisy of tradition and the illusion of security in beliefs and ideals, then she can never teach passionately, and passion is the difference.

When she sees clearly that conformity in education is safe, that it is risk free, but that it is also killing all hope of positive change in a world that is becoming more aggressive and violent each year by spitting out little automatons that recite the dogma of economics that so separate us, only then will she teach differently.

Street smart, intelligent kids aren’t buying it anymore, even though they can’t communicate what they are feeling. It is an isolation from life that they feel in our educational institutions, an estrangement, a disconnect, and they are simply dropping out. This is what is actually happening, and the drop outs aren’t unintelligent; in many ways they are heads and shoulders above our outdated systems.

The kids want to know why we are struggling to make so much money, why things have become more important than people. Is it because we are fearful that we don’t have enough? The dress codes of our kids, the old, ragged, baggy clothes, are a dead give away of their feelings. They are mocking our values.

Our kids want to know, for themselves, what life is really about. But since their educators have never taken the time to find out for themselves what life is all about, and are themselves simply products of the establishment, we are in a gigantic “Catch 22” with no way out. But our kids are taking a way out; they are dropping out.

As with many things, such as health care and a basic, respectable standard of living, this article will be ignored by policy makers, the ones in power, the ones perpetuating an educational system that is a dinosaur. Nothing changes until change is forced upon us, because we become comfortable. “Let them drop out, who cares? Let them live on the street and starve, who cares; I am taken care of.”

It’s only when the tide becomes overwhelming that the ones in power are replaced, but if the students still have not learned to go deep within themselves and actually question power, and question the hatred and greed that separates us, then the new ones in power will only succumb to the same pressures as their predecessors, and humanity will continue down the same road of violence since the beginning of time.

Who will instill in our kids the passion of discovery, the challenge of the inward journey so that things can change? What religious institution is teaching this instead of indoctrinating their youth with stale ideals and rote dogma? Who has the courage to forge a new, brave world?

Who will teach our kids to awaken themselves and discover their real potential, not the potential to be a successful businessman, but to be a human being, a potential that lies dormant? How do we teach our kids to be visionaries, fearless and unencumbered to change a world that is on the verge of self-destruction? We need visionaries, not robots.

Teaching our kids begins with teaching ourselves anew, in radical ways that we have never before considered. It takes warriors.

E. Raymond Rock of Fort Myers, Florida is co-founder and principal teacher at the Southwest Florida Insight Center, http://www.SouthwestFloridaInsightCenter.com His twenty-eight years of meditation experience has taken him across four continents, including two stopovers in Thailand where he practiced in the remote northeast forests as an ordained Theravada Buddhist monk. His book, A Year to Enlightenment (Career Press/New Page Books) is now available at major bookstores and online retailers. Visit http://www.AYearToEnlightenment.com

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School Teacher - Teaching Reading to English Language Learners

There is an increasing amount of English language learners represented in our schools for whom a unique approach to developing literacy is necessary. The development of literacy by English language learners (ELLs) includes all of the challenges implicit for English speaking children literacy attainments, and is additionally compounded by a diversity of linguistic, cognitive and academic variables.

In general, the following are critical variables that need to be targeted in effective reading instruction:

Phonemic awareness, phonics, vocabulary development, reading fluency, including oral reading skills, and reading comprehension strategies. The National Research Council’s Committee on the Prevention of Reading Difficulties in Young Children recently completed the most authoritative, comprehensive review of the research on normal reading development and instruction and on preventing reading difficulties in young children1. This study documented a number of important findings about teaching English reading to language-minority children. These include:


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- English-speaking children making initial attempts at reading understand, if they are successful, the products of their efforts; they read words they know and sentences they understand, and…can self-correct efficiently. Non-English speakers have a more limited basis for knowing whether their reading is correct because the crucial meaning-making process is short circuited by lack of language knowledge.

- Giving a child initial reading instruction in a language that he or she does not yet speak can undermine the child’s chance to see literacy as a powerful form of communication by knocking the support of meaning out from underneath the process of learning.

- Initial reading instruction in the first language does no harm. To the contrary, it seems likely both from research findings and from theories about literacy development that initial reading instruction in the second language can have negative consequences for immediate and long-term achievement. Primary language and reading literacy is critical and should be strongly encouraged.

It was highly recommended that "initial literacy instruction in a child’s native language whenever possible" and suggested that "literacy instruction should not be introduced in any language before some reasonable level of oral proficiency in that language has been attained."

On the question of which language to use when teaching English language learners to read, the committee recommended the following guidelines:

- If language minority children arrive at school with no proficiency in English but speaking a language for which there are instructional guides, learning materials, and locally available proficient teachers, then these children should be taught how to read in their native language while acquiring proficiency in spoken English, and then subsequently taught to extend their skills to reading in English.

- If these second language children arrive at school with no proficiency in English but speak a language for which the above conditions cannot be met and for which there are insufficient numbers of children to justify the development of the local community to meet such conditions, the instructional priority should be to develop the children’s proficiency in spoken English. Although print materials may be used to develop understanding of English speech sounds, vocabulary, and syntax, the postponement of formal reading instruction is appropriate until an adequate level of proficiency in spoken English has been achieved. In other words, the instructional priority need to be to develop spoken oral English prior to attempting to facilitate reading in English.

This author has used this approach with many second language children and has developed effective methods to facilitate literacy in English language learners based on these recommendations which have been associated with high levels of efficacy.

Deborah Jill Chitester received her Masters of Science in Speech-Language Pathology from Adelphi University in New York and was granted her Certificate of Clinical Competence (C.C.C) by the American Speech and Hearing Association (ASHA). She has 10+ years experience working with all age levels both mono-lingual and Spanish speaking, having received special certification by the State of New York as a Bilingual (English/Spanish) Speech-Language Pathologist. Deborah has worked with all age levels and all disabilities. She began her practice in New York, where she worked with both private patients as well as with the major school systems and corporations.

In her practice, Second Language, Literacy and Learning Conection LLC she treats both monolingual and Spanish speaking clients of all ages and disabilities and utilizes some of the latest computer based treatment especially designed to promote optimal language development. Her expertise in second language learning is extensive and as such, she is currently publishing a resource guide to be used by educators in "connecting" with ELLs.

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School Teachers - Teaching Children to Overcome Math Problems

Although it is indeed difficult to overcome a math problem, there are many remedies that can be used to help students succeed. Before getting to any specific math instruction, however, you should work at overcoming any math anxiety the student may have. This is a real problem. The students who are poor at math have a real fear of it. Reading can cause anxiety in children, but math anxiety seems to take over their entire world, and when doing math, fear is their major emotion. It is first important to work on this fear by taking the pressure away. So what if you fail a test? The world won’t end. Look, you’re doing great on multiplication, etc. Praise, praise, praise when the student does something right. Patience is important as well. After working on the anxiety aspect, move on to specific skills that help the student succeed.

First, find out the student’s ability level, regardless of grade level. Start instruction and practice at that level. Even if the student is in the 6th grade and is performing math at a 2nd grade level, it is vitally important to start at the 2nd grade level. Math is sequential, and one building block must be in place before the next one is put down. Next, work on visual processing skills and eye/hand coordination. This helps the student place and align problems on the paper properly so that the correct answer can be attained. One of the biggest problems found in students is the inability to line up math problems. It is as though the red margin line on the left doesn’t even exist to them! Keeping columns lined up neatly for proper computation is another problem, and both can be remedied easily enough. Spatial and perceptual skills training helps in this area.


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You should start a math tutoring session with activity using brain integration activities with numbers. If the student is weak in visual memory (and usually these kids are), spend time on visual memory and recall activities. These activities help the brain cross over to the left hemisphere, since math is a left hemisphere activity.

Finally, when doing actual math instruction, it is recommended that you do the following activities to ensure for math success:

1. Use blank paper with no lines – this eliminates distractions on the student’s part. Lines and other markings on paper will take the student’s eyes to places other than math, and this is not good.

2. Model the process step by step very slowly in color on the blank paper. Show the student what to do using a different color for every step of the process. When you change steps, you change color. This helps the student “switch gears” while doing the multi-step processes.

3. After showing the student what to do, have the student practice the math problem. Once again, the student will be using color to do the steps, using a different color for each step.

4. Have the student practice several times in color on the blank paper. If the student makes a mistake, simply redirect him and have him keep practicing. Praise any correct steps. You may need to show the student the correct step several times. Be sure you have the student practice immediately after the steps are modeled.

5. Have the student verbalize the steps as he writes them. Telling you the process will help him remember it.

6. Give the student immediate feedback. Don’t wait for the next day to tell him what he did wrong or right.

7. Only work on one small skill at a time. You don’t want to show the student how to do all fractions in one day. Start with adding and subtracting fractions with a like denominator.

Other tools to help students succeed in math are:

1. The card game Blink or the card game Speed. Both help the student process more than one thing at a time.

2. Writing and practicing math facts in some kind of a gooey substance or a substance with texture, such as sand.

3. Visual memory games. The student is shown a series of shapes, numbers, or figures for a few seconds. They are then taken away and the student copies them on paper from memory.

Math is difficult for a student who is right brain dominant. You can help these students access the left hemisphere of the brain so that math success can be met.

About the author: Lisa Harp, a teacher and educational therapist, offers a line of learning products designed to help the struggling learner in a quick, effective, affordable setting. http://www.learning-aids.com

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School Teaching Jobs Links

http://www.schoolspring.com/


http://www.k12jobs.com/


http://www.abcteachingjobs.com/


http://www.teacherjobs.com/


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7 Habits of Good Teachers Today

7 Habits of Good Teachers Today
By Dorothy Rich


If I were starting out as a teacher today, I'd have to be a different teacher from what I was in 1956. I thought I was really good then. I'd have to be a different kind of "good."

It used to be that we'd put a teacher, a set of books, and a set of tests in one room and say, "Go to it!" That's what happened to me as a beginning teacher. But teaching has become a much more complicated business. To woo and win students today involves a lot of words with "ing" endings--innovating, motivating, facilitating.

It's not all that hard to get kids moving along when they're starting out in school. Almost all of them come to kindergarten, 1st grade, 2nd, even 3rd grade, fresh, eager, and wanting to please. But walk into a 4th grade classroom and immediately you sense the difference. It's puberty and more. It's the outside world barging into that classroom--like a beast devouring our children's attention and interest.


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Not so many years ago, the school was the source of all information. Parents used to say to kids, "Ask your teacher." Today, thanks to the telecommunications revolution, information is not embedded in the school and then sent out to the rest of the community. We all get our data at the same time--and the pace at which it comes is mind-boggling, confusing, even frightening.

Let me describe what I'd have to do differently to be a good teacher today. I'm prepared to use myself as a "before" example.

When I walked into the classroom in my first teaching year more than 40 years ago, I assumed (actually had been taught to assume), that the students before me were ready to learn and that my job was to move them through the appointed steps to the next grade.

I can see those students even now. I was a 22-year-old teaching senior English. The students were barely four or five years younger than I was. But the difference in those days was enormous. I was the figure of authority; I was automatically supposed to get respect. The seats were arranged in straight lines; it didn't even dawn on me to change them. About the only thing I didn't do regimentally was to seat students alphabetically.

I was assigned the seniors, despite my inexperience, because even then it didn't matter much what kids did in the 12th grade. Their main event, the regents' exam (this was New York state), was taken in the 11th grade. That's where the experienced teacher was placed.

Today, if I walked into the same classroom facing the grandchildren of those same students, an important difference for me as a teacher would be that I'd have to assume that many of the students before me might not be ready to learn. Some would not have completed previous grades successfully. Some would be too tired or too hungry; some would be too discouraged, too distracted, too upset about what's going on in their lives outside the school walls.

As a teacher today, I'd have to do what most teachers didn't really do before. I'd need to pay far more attention to my students and what they brought to my classroom. In the '50s, I was all caught up with teaching, and not enough with learning. Even though I was considered a good teacher by all the usual measures, the unwritten ground rules in those old days were these: If the day went poorly, you blamed the students. If the day went well, you praised your teaching skills. When I walked into my classroom then, it was my domain. The door shut behind me, and I didn't talk to another adult all day. And I suffered from the traditional teacher affliction: I talked too much and used up too much class time and attention.

No, those "good old days" were not so good. Public opinion polls tell us that there are really few among us who enjoyed school then. When asked about a major disappointment in their lives, many adults tell pollsters "school." Should that be a surprise? When teachers get together, we sometimes tell a certain secret--that we went back to the classroom because we were the only ones who really liked school.

Teaching has always been a demanding job. Many of us, however, did not know how extraordinarily complex it was. Children and adults don't learn simply because they are taught. There isn't a parent or employer alive who doesn't know this. Yet somehow we have this faith that just because teachers cover the subject children are learning it.

Many parents ask me, "How can we know when our child has a good teacher?" It's an inevitable question and an important one, because it lays the base for judgments about the entire school experience. While there is a great desire to simplify education, to reduce it to formulas and test scores, education really is and always will be "messy." It's about relationships between people, hopes and dreams, and about a future we can't even envision. Kids need good test scores, but they need even more to be protected and prepared for the messy and exciting world in which they'll live.

For parents who ask the question: "Does my child have a good teacher?" and for teachers who ask themselves: "Am I a good teacher?" I've come up with a list of seven criteria. I'd like to call these the "Seven Pillars of Classroom Wisdom," but in less pompous terms, the compilation really is the "Watch Out for These" list. The list does not include bricks of technology. It asks us to look at what's happening between people, in and out of the classroom. This has always been the make-or-break measure in education and never more so than today.

Here, then, are my seven habits of good teachers:

1. Marketing the subject. The assumption used to be that schoolwork was known to be important and that everyone recognized this, coming ready to the classroom to do his or her best. Yet, today, the message from home may not reinforce the school, and the messages from the media are often anti-school. They say to children: Do it now, have it now, don't wait, rush, don't defer your gratification. School, in the older years, is often seen as an interruption in the real business of life.

Teachers today have to start out assuming that they must win over the hearts of their students. It is not an automatic buy-in. We can't just tell them school's important. We have to go beyond that to persuade them. Teachers sell through enthusiasm, making the subject's relevance clear for student's lives, if not now, then in the future. This future, we need to say, is not so far away. These points need to be made over and over, just as they are on the TV when students are being asked to buy a product. A good teacher has to be a good salesperson.

2. Knowing the subject: Teaching it with encouragement. Nothing takes the place of knowledge about and commitment to subject matter, whether it's teaching reading in the 1st grade or teaching Shakespeare in the 10th grade. But it's not enough to know the subject. We have to be able to put it across. What we've learned in recent years is that encouragement goes a long way. To meet high standards, children need a high level of encouragement.

Oh, how I remember those many English papers I graded and my sense of completion when I had circled in red every misspelled word. My standards were high, like many of my teaching colleagues'. And, also like many of my colleagues, I was not encouraging enough. How I would like to go back and mark those papers again. I would spend far more time looking for what the students did right and working to build on those strengths, rather than pointing to weaknesses.

Raising students' self-esteem, of course, is not enough either. Without solid content, it's like a house with a crumbling foundation. Solid standards mixed with encouragement is the cement for real learning.

3. Using a variety of teaching styles. I really didn't understand how we all learn in different ways. Today, we know so much more about the brain and a myriad of ways to reach different students. I lectured a lot in my early classroom days. I tried to use thought-provoking questions, but I did very little with small groups, or case studies, or role-playing. The use of audiovisual equipment was in its primeval stage then, and the machines never seemed to be available. Some of those problems still have not changed.

I ask parents to look for a variety of teaching techniques when visiting a classroom. Does the teacher use examples? Are students physically moving about? Does it look like children are paying attention? And I ask parents to respect their own gut feelings. Would they want to be in this classroom?

4. Building on family and outside-of-school experiences. As a beginning teacher, I had no idea what my students brought with them to class--if they worked at a job, if they collected stamps, or if there was a divorce going on at home. The word "family" was not mentioned. I knew nothing about their lives outside of school, except if by some happenstance someone mentioned it casually. Today, we know better. Major research studies indicate that readiness for learning, all through the grades, begins at home and that we've got to enlist all families as real partners in the education of their children.

As a good teacher today, my work would be to build a bridge -- connection between school and home so that information, ideas, and people move freely from one place to the other. The "hidden curriculum" of the home and community is not hidden anymore.

5. Involving students as learning partners. I used to leave the classroom exhausted at the end of the day. Actually, I was exhausted by noon. Teaching is hard work, but as I look back, I see now that I made it harder because I was doing almost all of the work in the classroom--my work and the students' too. I would come in with all of the assignments (the lesson plan for the month) and lay them out. I was conscientiously doing my job. But one important part never got done. I never thought to ask for any feedback from these almost grown-ups. Maybe I was afraid they would say they didn't like my plan.

All my students had to do was complete the assignments. If they didn't do them, I would nag or come up with some appropriate grading demerit. This was the business-as-usual style of the classroom. It may have worked or been thought to be working before, but today the routines need to change, if we expect change in our students.

As a new teacher today for students in the middle elementary grades and above, I'd start out my school year outlining the course but then ask--yes, require--students to think about what they want to get out of the course. I'd expect them to have learning goals. And if they couldn't come up with any, even with advice from their parents, or if they were unused to figuring out these kinds of things on an individual basis, we would do it as a group.

Since my lesson plan would be available in advance for students to review, this would not be a majority-vote kind of thing. A teacher does hold the ultimate responsibility, but it would be a discussion of the curriculum that would involve student thinking. A good teacher today has to expect more from each student. The "more" does not just mean more homework; it means more involvement.

6. Collaborating with other adults. When I went into my classroom, I closed the doors behind me. I rarely spoke to another adult, except at parent-teacher open houses, and then I did most of the talking. At faculty meetings, the principal did most of the talking. So as a teacher, like so many others, I was alone.

That's no way to succeed in the often discouraging job of education. Teachers need support, parents need support, the community needs support--and we need it from each other.

Students by and large receive better support from one another than adults do. Teachers need to be able to talk with and learn from each other. Parents need to be able to come to the school to meet not just with the teacher but with one another. One of the major outcomes for parents and teachers when they come together is finding out what works for others--and receiving the encouragement to believe that this can work for them too.

7. Making sure students know they are cared about. When I am asked today about the key factor that makes students like school, study hard, and stay in school, the answer is a "C" word, but it's not "curriculum." The word I choose is "caring."

The problem today is not that our children don't learn to read. Education research has indicated that most children do learn the basics of reading and math in the early grades. Many, however, do not continue these efforts in later grades. One explanation for this, perhaps truer today than ever before, is that to reach people enough to school them, we must meet their deep human need to feel cared about.

The days of you-do-it-or-else are over. Children, as well as adults, need to be persuaded. There is a personal search for caring and for recognition. There is a sense of higher expectations about how we will be treated, even by institutions, and especially by the school.
There are easy ways for teachers to show children and their families that they are cared about: Notes telling the children what they've done right. Calls home asking about the youngster when the child is out ill. "We missed you" comments when the child comes back to class after being out. How I wish I had known to do these in my early classes. I thought I had to be so formal, so stuffy, to establish my authority.

Students have to feel they are needed. Feeling needed can be a tricky business today. Many children seem to have too much time on their hands, while adults seem to have so much less time. Getting kids more involved at home is vital, but so is getting them more involved at school. I remember from my own school days how important it made me feel to clean erasers or to monitor the bathroom or to chair a committee--in short, to be somebody. This is a feeling every child can have and needs to have.

Teachers and parents may well have more points to add to the list. It is meant to be only a starting point. The exciting part about teaching today is that there are so many more opportunities for learning. The hard part is that, even with all the time-savers we have invented, it feels as if there is less time than there used to be.

When parents ask, "Does my child have a good teacher?" knowing what we do today about the importance of the home in children's achievement, I ask, "Does your child have a good parent?" We don't have to be perfect to be good, but we do have to be a team and we do need to make time to do our job together.
http://www.orange.k12.oh.us/teachers/ohs/TJordan/Pages/habitsgoodteacher.html


Dorothy Rich is the founder and president of the Home and School Institute, located in Washington. She is the author of MegaSkills and a forthcoming book on solving home-school problems, What Do We Say? What Do We Do?, scheduled for release in October by Forge Books.

What to Expect Your First Year of Teaching

http://www.ed.gov/PDFDocs/whatexpect.pdf

Table of Contents
Title Page

* So Much More Than a Job
* About Sallie Mae and the First Class Teacher Award
* Foreword
* Introduction
* Challenges
* Tips and Strategies from First-Year Teachers
* How Can Principals and Administrators Help First-Year Teachers?
* What Colleges and Universities Should Know
* Voices
* The Kids
* Veteran Teachers Talk
* Final Thoughts and Additional Resources
* A Checklist of Tips
* Acknowledgments



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