FEATURES  FOR   TEACHERS

Visit our Website at: www.starteaching.com

Ideas and Features For New Teachers 
and Veterans with Class

Volume 3, Issue 17

September 2007

   

WELCOME TO OUR BACK-TO-SCHOOL SPECIAL #1
Our Back-To-Back, Back-To-School Issues
Packed with excellent articles on getting yourself and your students back into school mode! 

Remember to bookmark this page and to visit our website for more great articles, tips, and techniques!
http://www.starteaching.com

Also, feel free to email this newsletter to a friend or colleague!  


SQ3R Sheet
Check out our NEW FREE online resources, including the SQ3R sheet for reading 
and the Paragraph Graphic Organizer for writing.  These are forms you can fill in online and print, or have your students fill them in and print them for class!

Paragraph Organizer

Would you be interested in becoming a Featured Writer for the StarTeaching website?

Our Newsletter is now posting a opening for a creative educator interested in designing a set of weekly science activities for students and teachers to use.  

Email your resume and letter of interest to:  editor@starteaching.com

DUTIES OF A RESPONSIBLE TEACHER

By: Munir Moosa Sewani

Teachers are the leaders of every nation. They are the role model of their students. Their responsibilities towards their profession are increasing day by day, as students are highly concerned about what is taught to them by their teachers. Teachers are the only one, who molds the future of their students by imparting quality education.

Entering in the field of teaching is not a cup of tea for every one.  Only those can survive in this profession, who are responsible and understands their duties and performs it effectively.

Teachers are no doubt willing to enhance their teaching skills all the time, but they have some responsibilities towards this profession too.

Being professional, every individual teacher should perform their duties with loyalty and sincerity.

Few of the responsibilities being a teacher, which I have learnt in my teaching experience is given below:

·                    They should help in developing the school curriculum.

·                    A teacher should assess, record and report on the work of pupils on weekly/montly basis.

·                    It’s the responsibility of a teacher to have an interactive discussion with every student family in order to know child psychology properly.

·                    A teacher should prepare pupils for examinations and grade them wisely.

·                    A teacher should be punctual in school.

·                    A teacher should provide advice and guidance to pupils on issues related to their education.

·                    A teacher should maintain class diary and lesson plan folder.

·                    A teacher should convey all the issues related to their students with the heads.

·                    A teacher should allocate activity budget effectively.

·                    A teacher should check ups and down in the progress of their students time to time.

·                    They should Promote and safeguard the health, welfare and safety of pupils.

·                    They should take continuous training for their professional development.

·                    They should always be ready to face liabilities without any hesitation as they are accountable to their heads, which is the part of teaching profession.

·                    A teacher should contribute towards good order and the wider needs of the school.

·                    A teacher is responsible for the leadership, good management and strategic direction of colleagues.

·                    A responsible teacher should try to teacher their children according to their level of understanding.

·                    An effective teacher should communicate properly with their staff members and students.

·                    A responsible teacher should give extra time to their teaching. If any student needs help then he/she should try to help their student individually after school hours.

·                    A responsible teacher designs extra curricular activities, which suits the student ideas and explore student’s creativity.

·                    A responsible teacher should practice what they preach.

·                    Teachers have a responsibility to work co-operatively with colleagues and others to pursue the overall objectives of the service.

·                    A teacher should give additional time for the preparation of their lesson plans and must be pre-planned a day before teaching it to students.

·                    A teacher should attend every parents meeting’s and should first negotiate the positive and then some negative aspects of the student, without any concealment.

·                    They should forward and share their pre-planning materials with the other class teacher without any hesitation.

·                    A teacher should use their professional judgment in relation to the prioritization of tasks.

·                    Teachers have a right and a responsibility to contribute to the development of a quality service. They have a professional commitment to develop their skills and expertise in classroom practice and other related matters through an agreed program of continuing professional development.

·                    A teacher should document and maintains  pupil’s disciplinary records as well.

·                    A teacher should not shift their job until student’s final term examination ends.

Last but not the least,

“All the teachers should take this noble profession seriously, because the rein of future is in their hands. They are the one who prepares leaders for the future generation to raise our country head internationally.”

Munir Moosa Sewani is one of the most famous, prominent and creative names in the field of Education in the past 8 years. He is a Master Trainer In Special Education, Post Graduate, Teacher Educator and a Teacher. He is a Freelance Writer and Photographer too. He is an author of the famous self-published storybook for children named as "The MORAL STORIES FOR CHILDREN" and has also written Biology course book for Secondary Classes. He has written almost more than 20 articles on social, health, educational and cultural issues, which are internationally recognized and published in most of the famous world wide websites, magazines and newspapers.

He is also a Social worker, private tutor, career counselor, musician, lyrics writer and have multi- dimensional talents.

His future plan is to write dozens of informative books and articles and to work for education and media also, in order to develop the sense of understanding many dimensions of life through his creativity.

You can contact Munir Moosa Sewani at: munirmoosa@yahoo.com

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NowAvailable! 

  

Mastering Basic Skills software:

$29.99

There are six modules designed to test the basic ability of an individual in terms of Memory & Concentration. Needless to say this is the most important basic skill for not just to survive but also to thrive in this competitive environment. Each of the six modules tests the six variants of Memory & Concentration in an individual, namely: 1. Picture recognition
2. Paired Associate Learning
3. Immediate Recall
4. Serial processing
5. Parallel processing
6. Recognition and Recall
Each of these modules runs at three different levels, from easy to difficult.

At each level, the individual's performance is depicted as Scores Obtained.

A feedback has been built into the software for all these 18 levels depending on the marks one scores during the test. 

Each individual can assess his/her performance any time by clicking on "history", which gives complete details of date and time of taking the tests, marks scored each time and even time taken to do the test. This builds the confidence level and encourages more participation to eventually culminate in improvement and enhancement of memory and concentration.

Essentially, this software is a SELF AWARENESS tool that surely motivates the individual to realize one's capability and seek or be receptive for improvement. Also, if repeatedly done over a period of time works as Training tool to enhance their capability.
This software package is specifically designed to help young children to learn basic skills that will help them in school.  Continued follow-up will give these young learners success as they mature.  

Three versions of the software exist: Individual Software on either CD or Online,   Family Version Software, and an Institutional Software package.

StarTeaching wholeheartedly supports and endorses this software.  It will make a difference with your child or student.

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  TECH CORNER

Enhancing Learning Through
Great Websites

By Mark Benn
Middle School Teacher

Mark's latest articles are about changing our classrooms and teaching styles to reflect the latest changes in technology.  

This article will touch on a number of great sites that will enhance what you are doing or send you into another great direction.

http://www.wikispaces.com/   Create simple web pages that groups, friends, & families can edit together. K-12 Teacher? We're giving away 100,000 free wikis for primary/secondary education.

http://www.jingproject.com/   Jing Project provides free screen capture and sharing software for Mac and Windows computers. Screenshots are very useful when making how-to handouts and slide shows. Videos of your desktop are great for how-tos and tours of web sites or software.

http://www.gizmoz.com/   Founded in 2003, Gizmoz offers consumers a new generation of character-based visual expression for use across their digital lives.
The Gizmoz service makes it easy and fun to create, customize, animate and share lifelike, 3D talking characters that
enable individuals to put a unique face and voice to their digital communications.

http://www.think.com/en/   Think.com connects schools, teachers, and students from around the world to collaborate on projects, share experiences, and build knowledge together. Teachers can easily integrate project learning into their curriculum, enabling students to develop critical skills for life and work in the 21st century. Teachers and students build their own webpages to share learning experiences. Simple publishing tools allow members to easily create content and engage one another in thoughtful online discussions.

http://www.teachertube.com  Free videos made by teachers for teachers to use in the classroom.

http://rvms.nbed.nb.ca/  Check out this school site that hosts a K-12 video and photography festival. Just imagine what your students could do. The International Student Film and Photography Festival is now accepting submissions until March 31st., 2008!

http://imbee.com/   imbee is a parent approved, teacher endorsed social networking site appropriate for kids and 'tweens.

http://www.lulu.com/  Lulu is fast, easy and free

Publish and sell easily within minutes.
No set-up fees. No minimum order.
Keep control of the rights.
Set your own price.
Each product is printed as it is ordered.
No excess inventory.

http://earth.google.com/  If you think this is the old Google Earth, think again. Check out Tony Vincent’s article at: http://tonyvincent.net/?q=node/30 to find out more.

http://voicethread.com/classroom.php  Quoting from the website: A VoiceThread allows every child in a class to record audio commentary about the ideas and experiences that are important to them. Whether an event, a project, or a milestone, children can tell their story in their own voice, and then share it with the world. For teachers, VoiceThreads offer a single vessel to capture and then share all the diverse personalities of an entire class.

There you have it. Ten assorted web sites that should provide something of interest for everyone.

 

Mark Benn earned his B.S. from Western Michigan University and his Elementary Certification from Northern Michigan University.  He is a 20 year teaching veteran of 5th and 6th grade students at Inland Lakes Middle School in Indian River, MI.  He is currently working on Masters of Integration of Technology from Walden University. 

Prior to teaching, Mark spent 11 years as Department Manager for Sears, Roebuck and Co. dealing with emerging technologies.  He has been married to his wife Bonnietta for 32 years with one daughter and two sons.  In the summers, Mark works for Mackinac State Historic Parks in the as a historical interpreter.

StarTeaching Featured Writer

Mark Benn is a leading expert in using technology in the classroom.  
You can feel free to contact him on email at mbenn@inlandlakes.org or at his blogsite:  http://www.furtrader.blogspot.com/ 

 

Check out our selection of past articles, including more about groups and stations, from previous issues at:

http://www.starteaching.com/newsletter.htm


 

Be Sure to Check Out 
Our Website Store for Specials:

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Year of the Dogman
A new novel by Frank Holes, Jr.

Part mystery, part science fiction, Year of the Dogman is an imaginative, compelling, and adrenaline-pumping adventure. Author Frank Holes, Jr. takes no prisoners in creating a diabolical creature that leaves the forest to prey on the hapless hamlet of Twin Lakes in Northern Michigan . When night falls, the nocturnal beast, Dogman, scares the living daylights out of anyone he happens upon as he searches for a timeless treasure stolen from a Native American tribe. In the midst of the chaos, a young teacher is forced to put two and two together no matter how high the cost to rid the village of the treacherous man-beast who thrives on destruction and terror.  

The Dogman, a creature of MythMichigan, is an excellent example of modern-day folklore to study in your classes.   

http://www.dogman07.com

Order your copy by clicking the link below.

New Teachers' Niche: 
A Place for New Teachers, Student Teachers, and Interns

Second Day of Class Writing Assignment

Once the hectic pace of the first day of school is over, you'll want to get your students off and writing 'on the right foot'. We begin the second day of class with a writing assignment / activity that will give me an idea of where the students are in terms of their understanding of the writing process.

Our school uses a common writing program that increases in complexity at each grade level. The teachers use common terminology and formats for paragraphs that are the basis of our drafting. Thus, I know they will have a bit of familiarity with the process. However, even if you are teaching 'on an island' without any class or grade continuity, this activity will allow you to assess your students understanding of the writing process and set them up for the teaching of your expectations for writing paragraphs.

I've put this activity onto an overhead sheet so I can use it each year. At the top are the writing directions: "Write a paragraph describing one of the most important things you learned over the summer. No talking, and no questions." The directions are specific enough that I want a paragraph written, not a page or a few sentences.  And the topic is broad enough that everyone can think of something to write about. However, it is just vague enough that students must use their best judgment to decide exactly HOW to structure the writing and how long it should be.

I tell the kids there is no right or wrong way to do this assignment, and there is no right or wrong response to the prompt. In fact, the only wrong thing that can be done is just to NOT write anything at all. This explanation will help most of your students get started right away. If a student is sitting idle for more than a minute, I'll remind them that this is a writing activity, not a thinking activity.  They need to get started writing, or I'll assign them a disciplinary paragraph to copy. That's usually enough to get them going.

Undoubtedly you will have some students who seem stumped on this, or will want to ask questions of you. Stand firm on the 'no questions', and let them figure it out for themselves. If you give in now, these same students will rely on you the entire year. You want them to become good thinkers and problem solvers. Let them do it!

We usually give students about ten minutes to write. Although this is less than normal, it's just enough to get them on the right track and enough for you to see if they have any idea what they're doing. Once the time is up, each student draws a line across his/her paper right under the paragraph. I then uncover the second part of the activity.  Students must now "write down THREE rules, guidelines, or expectations they have learned about writing paragraphs." After these are written down, the students prioritize them, the most important labeled #1, and so forth. These provide excellent prompts for class discussions, which is next. We look to affirm correct ideas, and dispel the wrong ones. Then the students draw another line across the page.

Lastly, the students number their page #1-5, and write in their responses to four questions I pose for them. We then discuss their answers, and I'm able to evaluate what they know and what they think they know about paragraph writing.

Again, these help me to see what knowledge the students bring to class, and how closely they are to our class's writing expectations.

The last thing we do is a bit of self-editing. The students are to underline their topic sentences and clincher statements and number their three supporting statements (just imagine their surprise if any realize they didn't write these down!) This also makes for great conversation.

Now they're ready to learn the rules, procedures, and expectations for the formatting of a paragraph in this class. I have these on an overhead sheet and also on a PowerPoint presentation. Both have a note sheet so students can write down the information as it is presented.  They quickly learn the rules and expectations I have for the formatting and writing of their paragraphs.

Interested in FREE writing activities you can print out and use immediately in your classroom? Simply click the following link to our writing page: http://www.starteaching.com/writing.htm

Be sure to check out our website for the FREE teacher Who-I-Want-To- Be plan and other great Freebies for new teachers. Simply click the following link: http://www.starteaching.com/free.htm

Be sure to check out our website for more great information, tips, and techniques for new teachers, student-teachers, and interns in teacher prep programs. Also be sure to check out our Who-I-Want-To-Be teacher plan for preparing yourself to enter the educational profession.  Simply click the following link: http://www.starteaching.com/free.htm

Want to check out the articles in our Student-Teaching series?  Check out our special Student-Teaching page through the following link:  http://www.starteaching.com/studentteachers.htm

What is Homelessness?

Mary  Ann Graziani

Mary Ann Graziani is an on-line educator and long-term substitute teacher in the Detroit Public Schools.  She has published an educational book for elementary school-aged children using high frequency sight words, and am in the process of publishing an entire set that goes with that book.   She has also written a math tale that teaches customary units of measurement to elementary school-aged children in an entertaining storybook tale.   You can  contact Mary Ann at: mgrazi@wowway.com

The word homelessness has different meanings to different people. For this article I will give a social definition, economic definition and a personal definition of homeless people in general and a definition of the homeless child. The Steward B. McKinney Act, 42 U.S.C. 11301 (1994) defines homelessness as a person who “lacks a fixed, regular, adequate night-time residence and has a night-time residency that is: 

1. Supervised publicly or privately operated shelter designed to provide temporary living accommodations. 

2. An institution that provides a temporary residence for individuals intended to be institutionalized. 

3. A public or private place not designed for, or ordinarily used as, a regular sleeping accommodation for human beings. The term homeless individual does not include any individual imprisoned or otherwise detained pursuant to an Act of Congress or a state law. 

The National Coalition for Homelessness defines Homelessness as not having a place to sleep. Losing all contact with friends and family and uprooting your children from school. It means suffering the frustration and degradation of living hand to mouth, and depending on the generosity of strangers, or the efficiency of a government agency for your survival and for your children’s survival. 

My personal definition is that homeless is the deprivation of a personal place of solitude, comfort, and security to call your own. 

The National Coalition for the Homeless defines a homeless child as one who lacks a regular and adequate nighttime place of abode. Children or youth living in welfare hotels, transitional housing, shelters, the streets, cars, abandoned buildings, and other inadequate accommodations are considered homeless. For this paper I will use this last definition to study the impact of homelessness on a child or youth and education. 

My reflection on Homelessness 

The faces of the homeless people are a reflection of the problems of our nation. Thousands of Americans are eating out of trashcans and living on the streets. I see them on the street corner or rummaging through a trash bin looking for food and I cannot help but stare. I stare out of a combination of curiosity and compassion. The simple basic necessities of life that most of us take for granted, these people do not have. Being homeless is more than not having a home; it is the absence of security, dignity, and a place to put things that are a connection to the past. It is relying on strangers and government for survival and having no sense of stability and family roots. 

There is a real person behind the empty face with empty life. They have a past life behind them and hopefully a better future ahead of them. That hopeful future for the homeless can happen if we start with the homeless children. By creating opportunities for them to have options in their lives to choose from besides homelessness and hopelessness. Their parents have had to choose between limited, mostly unattractive alternatives that usually don’t do much to improve their lives. These limited options are what keep people trapped on the streets, frustrated, in crisis, trying to beat the odds. Sometimes after all the options seem exhausted, people just stop trying. If we give the children of these homeless adults an opportunity to achieve an education, they will have options to choose from and have hope to end the endless cycle of homelessness. 

The Purpose of this Article 

In this article I will focus on education and the homeless child and youth. It will examine the statistics of homeless children and youth, the causes of homelessness, the laws that help the homeless children and youth, how homeless children and youth can be educated, and the issues affecting the education of the homeless child and youth. 

This issue has particular importance to me since I am a teacher because it affects me directly in the public school system. With the downturn in the economy, I believe this will be an even larger issue in the future. This paper is intended to educate myself and the reader on this issue so that an educated opinion on the issue can be made based on the facts. I want to understand the issues and facts more thoroughly so that I can do my part as an educator and concerned citizen to help. 

Why are Children Homeless 

Children and youth are homeless due to the circumstances of the adults they are dependent upon. The circumstances behind homelessness could be from many different causes. In the book, “Causes of Homelessness: unemployment and falling wages”, the causes of homelessness are identified as poverty, mental illness, lack of affordable housing, not enough government subsidized housing, eroding work opportunities, low paying jobs, lack of affordable healthcare, family breakdown, lack of education, developmentally disabled, lack of social security benefits, revitalization of cities, decline in public assistance, substance abuse, poor job skills, lack of transportation, hard times, downsizing, unequal wages, natural disaster, fire. (Jaroszewski L. 1996) 

Due to all of these unfortunate circumstances in the lives of their families, children and youth may be left homeless. Some children and youth may be put under the care of the State and be held in an institution because they have no other place to live. Children of migratory families are homeless because they are living in accommodations not fit for habitation. Runaway children and youth may end up homeless because they have to live in runaway shelters, or abandoned buildings. School-age children who are unwed mothers or expectant mothers may have to live in homes for unwed mothers because they have no other living accommodations. Children sometimes are left in hospitals beyond the time they would normally stay for health reasons. These children have been left because their families have abandoned them and they have no other place to live. Throwaway children or youth whose families kick them out of their home may end up living on the streets, homeless shelters, or! inadequate accommodations. 

National Statistics on Homelessness 

A composite picture of homelessness in the U.S. as reported by National Coalition for Homelessness Report (June, 2006): 
• 3.5 million people are homeless with 1.35 million of them children 
• 43% are single men 
• 17% are single women 
• 33% are families with children 
• 42% Children under 5 years old 
• 39% are children under 18 
• 25% people ages 25-39 
• 6% people ages 55-64 
• 49% Africa American 
• 35% Caucasian 
• 13% Hispanic 
• 2% Native American 
• 1% Asian 
• 22% are people with mental illnesses 
• 11% are physically disabled 
• 22% are victims of domestic violence 
• 30% have addiction disorders 
• 40% served in the armed forces 
• 25% are working people. 

The number of children and youth in homeless situations identified by State Department of Education increased from approximately 841,700 in 1997 to 930,200 in 2000. In the year 2000, the Urban Institute estimated that approximately 1.35 million children would experience homelessness by 2001. Since I will teach elementary school age children, I was disturbed to discover that in 2000, the State Department of Education reported that preschool and elementary age children comprise the largest numbers of children experiencing homelessness. 

Educating the Homeless 

Educating the homeless child can be a challenge for the teacher and the school district. Many times a teacher does not even know that a child is homeless. There are signs, however, that a teacher can look for to indicate that a child may be homeless. The signs to look for are chronic hunger and tiredness, erratic attendance and tardiness, poor grooming and personal hygiene, consistent lack of preparation for school with books, supplies, homework, and papers signed, extreme withdrawal, shyness, nervousness, anger, and aggression, and resistant to parting with personal possessions in school. 

With all of these obstacles to creating a stable learning environment for the homeless child or youth, a teacher can still help the homeless child in the classroom. A teacher should always maintain the privacy of the child by discussing situations involving the homelessness away from other classmates. Since the homeless child has no sense of stability, the teacher should take steps to help acclimate the child in the classroom. The teacher can do this by assigning a “buddy” to help the homeless student acclimate. The teacher should locate resources for the child to help them participate in school activities such as field trips and class projects. Giving the child a special job in the classroom can help create some stability. The homeless child will probably have special academic needs due to their living environment. The teacher can arrange for tutoring that can help with these needs and help them to catch up when they miss assignments. 

In addition to the teacher, and most importantly, the school district needs to coordinate an educational plan that includes provisions for students in homeless situations. The district can use funding from the McKinney program and other sources to develop an educational program that does not isolate or stigmatize students who are experiencing homelessness. The program should be based on the educational needs of the student and not their living situations. The district can collaborate with teen pregnancy programs to ensure that pregnant teen or parent can have immediate access to the program. A collaboration with the PTA group can work to enlighten parents of the needs of students in the school who are in homeless situations. The district staff development team can also play an important role in helping homeless students. The team should develop a plan to focus on development activities that will meet the needs of students in homeless situations. 

Obstacles to Educating the Homeless 

There are many obstacles that homeless children and youth face to enrolling and succeeding in school. According to the Planning and Evaluation Service (2002), the biggest barrier for children and youth in homeless situations is transportation to and from school. States and districts often have limited resources to address transportation needs. 

Another obstacle is that homeless students make frequent moves from school to school, which has a negative effect on their academic success. These students have difficulty meeting state or district mandates regarding the number of days they must attend school or stay enrolled. The slow transfer of district records along with the different course requirements from school to school makes it difficult for the students to be promoted or receive a high school diploma. 

To make a bad situation even worse, the homeless student may not be able to participate in federal and state programs due to their transient lifestyle. There is hope, however, for these children to achieve success in school. The hope lies in current legislation to help these homeless students and the cooperation of some states and school districts that have come up with ways to help overcome these obstacles. 

Legislation to Help the Homeless 

There is federal legislation called the McKinney-Vento Act that protects the educational rights of children and youth that are homeless, but this legislation has not been adequately funded for state and local efforts to fully implement it. According to the National Coalition for the Homeless (1999) the current authorized amount for Homeless Children and Youth program is $70 million, but the amount that Congress has appropriated is $55 million. 

According to the he National Coalition for the Homeless (1999), the recently reauthorized McKinney-Vento Act requires school districts to ensure that children of homeless individuals receive equal access to the same free and appropriate public education as other children. The act requires school districts to stabilize children in their original schools by providing transportation so they can continue their education without disruption. The act also requires that homeless children be immediately enrolled in a new school. It provides financial assistance to states and local school districts to implement provisions guaranteeing school access and stability. Funds are used to help schools provide identification, enrollment assistance, school supplies, and transportation. 

Conclusion 

It is important to have an understanding of the homeless person and their educational rights and issues. I realize that the homeless person is not so very different from the people who are not homeless. We are all human beings, with the only difference being that some people have more and some have less. This is the way it will always be in our nation, so we must find a way to make sure everyone will at least have an opportunity to have their basic needs met. One of those basic needs is an education. 

Any one of us human beings may someday have less if something in their present lives were to change. What if you were to lose your job or your spouse were to die? What if a family member was to develop a serious long-term illness? What if you were to lose you family support system? Since most people in the United States live paycheck to paycheck, and the current downturn in economy, homelessness may be closer than you think. The future looks ominous for everyone. Technology is taking over many jobs and the trend will continue in the future. 

It is time to look at the faces of the poor and homeless and see ourselves. It is time to look at the faces of the homeless children and youth and realize that they need and deserve an education. Ending homelessness depends on educating the homeless children so that they have an opportunity to obtain livable income jobs in the future. Government, state, administrators, and educators can all do their part together to ensure these homeless children have as many options and opportunities to choose from as possible. Their education will provide them hope for a brighter future. We, as educators should be ready to take on that responsibility. 

References: Website: http://www.nationalhomeless.org 

No author (November 1, 2002). Education for homeless children and youth program: learning to succeed. Planning and Evaluation Service. Retrieved on august 5, 2003 from http://www.ed.gov/offices/OUS/PES/esed/learnsucceed/exec_sum.html 

No Author. (June 9, 2003). U.S. Department of Education. Retrieved from My.ED.gov 

Jaroszewski, L. (1996). Causes of homelessness. Unemployment and falling wages. Spare Change, October, 1996, 1-4 

Statistical Sources: Michigan Department of Education National Coalition for the Homeless The Urban Institute

 


Be sure to check out our website for more great information, tips, and techniques for new teachers, student-teachers, and interns in teacher prep programs. Also be sure to check out our Who-I-Want-To-Be teacher plan for preparing yourself to enter the educational profession.  Simply click the following link: http://www.starteaching.com/free.htm

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"The Trouble Tree"
Author Unknown

Themes on Life

Do you release your troubles every day, or do you hold on to them?

The carpenter I hired to help me restore an old farmhouse had just finished a rough first day on the job. A flat tire made him lose an hour of work, his electric saw quit, and now his ancient pickup truck refused to start. While I drove him home, he sat in stony silence.

On arriving, he invited me in to meet his family. As we walked toward the front door, he paused briefly at a small tree, touching the tips of the branches with both hands. When opening the door he underwent an amazing transformation. His tanned face was wreathed in smiles and he hugged his two small children and gave his wife a kiss.

Afterward he walked me to the car. We passed the tree and my curiosity got the better of me. I asked him about what I had seen him do earlier.

"Oh, that's my trouble tree," he replied." I know I can't help having troubles on the job, but one thing's for sure, troubles don't belong in the house with my wife and the children. So I just hang them on the tree every night when I come home. Then in the morning I pick them up again."

He paused. "Funny thing is," he smiled, "when I come out in the morning to pick 'em up, there ain't nearly as many as I remember hanging up the night before."


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In This Week's Issue 
(Click the Quick Links below):

Duties of a Responsible Teacher

Tech Corner: 
Enhancing Learning Through Great Websites

New Teacher's Niche:
Second Day of Class Writing Assignment

What is Homelessness?

Themes on Life:  
"The Trouble Tree"

10 Days of Writing Prompts

10 Days of Math Problems

Summer Book Sale for Teachers

Book of the Month Club


 

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"


~ Thomas Carlyle

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THIS IS

IDEA CENTRAL:

THE PLACE FOR ALL TEACHERS!

Do you have a great TEACHING TIP or ACTIVITY to share?

Are you using an innovative TECHNIQUE in your class?

Have you created WRITING PROMPTS that you’d like to add to our WEEKLY CALENDAR?

We welcome, and are always looking for teachers to share successes, stories, and ideas with our readers.

Submit an article to this newsletter by emailing:

editor@starteaching.com

Or click the following link:

SUBMIT AN ARTICLE

All articles will be proofread, and may be edited for content and/or length.

 

10 Days Of
Writing 
Prompts 

Day
1

What is the best thing about coming back to school?

Day
2

Describe your morning preparation before your first day at school.

Day
3

What are 10 important items you'll need for your classes this year?

Day
4

What are THREE important things you'll learn the first day of school?

Day
5

Describe FIVE things you learned in class this week. 

Day
6

What was one important thing you learned this summer?

Day
7

Why is it good to get back to school? 

Day
8

How can you make the transition back to school as easy as possible?

Day
9

What is your favorite class?  What is your least favorite class?

Day
10

Create a short, 4 question quiz to cover this week's class information. 

 

10 days of writing prompts

 

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Coming Soon:

Preparing for Student Teaching

Technology & Teaching: Seamless Integration into Curriculum

Getting Ready for Next Year

Setting Up Your Classroom


 

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Need a position in a K-12 school, administration, or a coaching job?  Our website has just gained access to a specialized service just for our members and newsletter readers.  Job listings, application and interviewing tips, and priceless information, at your fingertips!

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10 Days of 
Math Problems
by Mary Ann Graziani

Day 1 1 x 8 + 1 = __
__ x 8 + 2 = 98
123 x 8 + 3 = ___
____ x 8 + 4 = 9876
12345 x 8 + 5 = _____
123456 x 8 +__ = ______
1234567 x __ + 7 = 9876543
12345678 x __ + 8 = 98765432
________ x 8 + 9 = 987654321
Day 2 1 x 9 + 2 = __
__ x 9 + 3 = 111
123 x __ + 4 = 1111
1234 x 9 + 5 = _____
_____ x 9 + 6 = 111111
123456 x 9 + __ = 1111111
1234567 x___ + 8 = 11111111
________ x 9 + 9 = 111111111
123456789 x 9 +10= ________
Day 3 __ x 9 + 7 = 88
98 x 9 + __ = 888
987 x 9 + 5 = ____
9876 x 9 + 4 = _____
_____ x 9 + 3 = 888888
987654 x __ + 2 = 8888888
9876543 x 9 + __ = 88888888
98765432 x 9 + __ = 888888888
Day 4 1 x 1 = __
11 x 11 = ___
111 x ___ = 12321
1111 x ____ = 1234321
_____ x 11111 = 123454321
111111 x 111111 = ___________
_______ x 1111111 = _____________
11111111 x ________ = 123456787654321
111111111 x 111111111=12345678987654321
Day 5

Brenda has 11 coins.  The 11 coins add up to amount is 2.25.  name the 11 coins that  Brenda has?

8 quarters, 2 dimes, 1 nickle

Day 6

Anthony is 6 years old.  His uncle Phil is 6 times as old as Anthony.  Anthony’s brother, Tom, is half as old as Uncle Phil. How old is Anthony?

(18 years old)

Day 7 What is the rule for this pattern? 600; 600; 300; 100
Day 8

Make solid geometric shapes out of construction paper

Cut a large paper circle, make a mark in the center of the circle, cut a straight line from the edge of the circle to the center, then fold it around and tape or glue it. The more times it is wound around, the taller the shape  will be.  What shape did you make?____________

Roll up a rectangle. Tape or glue at the seam; reinforce with a strip of paper or tape wrapped around the shape  at various points.  

What shape did you  make?_____________

Day 9

 Begin with a perfect square. Fold in half to form a triangle; fold that triangle in half again to form a smaller triangle. Unfold paper. Cut on one fold to the center of the square. Slide one side over the other to form the shape.

What shape did you make?______________

 Begin with a perfect square. Fold in thirds in one direction; unfold and fold in thirds in the other direction. When the paper is unfolded, the folds will resemble the lines of a tic tac toe game. Cut one slit in each corner, fold sides up to form shape

What shape did you  make?______________

Day 10

Begin with a rectangular piece of paper. Fold up one side to the desired height. Repeat the opposite side; make certain that the sides are equal in height. Flatten the rectangle and repeat the procedure with the other two sides. Cut a slit in each corner. Fold up sides to form the shape.

What shape did  you make?_______________

 

 

 

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