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Active Learning - A Key To Success
In the words of Christensen, Garvin & Sweet,
“To teach is to engage students
However the engagement of students is possible in
My school teachers use a traditional way of teaching
as they think the course content can not be finished otherwise. On the
other hand, there are quite a few teachers who believe that using
innovative approaches and presenting concepts in the form of activities
helps students to develop the taught concepts gradually and also seeks
confidence in participating and communicating their ideas with their
colleagues in a better way. Thus, they advocate that through employing
such methods, students' learning can be improved and teaching remains
My own association with the teaching profession is
for more than a decade; I began my journey as an average teacher who
had basic teaching skills. Other than that, I had nothing to offer until I
received professional training and certificate programs that enabled me to
think about teaching and learning, and with this my role expanded as
As Senge (1990) says, ‘Through
learning we recreate ourselves’. This
paradigm shift in my thinking and teaching brought many changes in me
and I embarked on a whole new arena where as a researcher I investigated
how children learn. Though I was sure that merely listening to the
lectures and copying from the board won’t bring any learning and
excitement among students, I started employing innovative
activities, and that engagement brought a significant change in my
In the words of ‘Felder & Brent (1999);
Hannula (2003); McConnell, Steer & Owens (2003) “Active learning incorporates strategies that require students to
participate directly in their learning- to apply newly acquired
knowledge to solve problems, to question and test theories, brainstorm,
solve problems, hypothesize, summarize, or to critically think and
interact with colleagues”.
As the term ‘Activity based learning’
encompasses a wide range of aspects - thus it is considered a relative
term where every reader infers the meaning as per his/her own experience.
In order to avoid the ambiguity, the understanding of the term is
required to be shared.
The term ‘activity based learning and
teaching’ means students and teachers both are considered
‘Learner’ and all play an equal role in constructing a new idea/concept
about things. Hence both are active and mutually support each other in
the process of learning. The motivation of initiatives brings confidence
among learners and they construct their own meaning about the
According to Roth (1990)
is enhanced when it is built on student’s prior knowledge and
experiences allowing learners to link what they already know to new
information to be learned”
Activity based learning can be viewed as following:
Active Learning is defined as any
strategy "that involves students in doing things and thinking about
the things they are doing".
it usually means encouraging students to use active techniques
(experiments, real-world problem solving) to create more knowledge and
then to reflect on and talk about what they are doing and how their
understanding is changing
“Hands-on and learning
by experience are powerful ideas, and we know that engaging students
actively and thoughtfully in their studies pays off in better
learning”. (Rutherford, 1993, p. 5).
it is more important to enable students to think for themselves then to
merely fill their heads with the right answer
Rozina Jumani is a Development consultant associated with a number of Non governmenetal Organizations(NGO). Prior to this, she was with Aga Khan Education Services Pakistan for 10 years as a Professional Development Teacher and Counsellor. She has done her Masters in Islamic Studies and English from University of Karachi. She is a commonwealth scholar and completed her Masters in Education Planning, Economic and International Development from the institute of Education (IOE), University of London.
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to Action Researcher:
Jumani has been a teacher Educator for the past 11 years.
She has done her Masters in Islamic History from the University of
Karachi. She has a Master in Education from Hamdard
University, Institute of Education and Social Sciences, A VT
certificate from AKU-IED along with an advance diploma in (PTEP)
Professional Teacher Education Program from IIS and AKU- IED.
and Literature Review
is a conscious activity where one has to deal with diverse individuals
at a time. However, it seems pleasant to deal with a different group of
learners but it requires skilled ability and quick decision-making from
facilitators to deal with series of difficulties and complexities
emerged during interaction. Consequently, it brings in reformation and
improvement in any activity in which students and teachers are engaged
in. Thus, this whole process enables the teacher to become a
reflective teacher who takes action(s) to improve the situations and
processes to make learning meaningful.
teaching is an approach which requires constant thinking i.e.
questioning our own beliefs, assumptions, judgments, prejudices,
emotions and feelings encountered during the process of teaching and
learning. According to
Research is a combination of both action and research. It is an attempt
to more fully understands our educational practices in order that we may
act in ways that may bring about, both, improvement and understanding.
Moreover, Action Research is a
small-scale intervention in the functioning of the real world and a
close examination of the effects of such intervention(s)”.
most important feature of action research is that it is concerned with immediate solution through intervention which
means that throughout the process, it emphasizes
a systematic approach to taking actions, critically reflects on planned
actions, and observes the impact in both the cases either positive or
Action research is a package of instant solutions, which assists
remedy problems diagnosed in specific situations, or improves in some
way with a given set of circumstances. It
is a means of in-service training and development, to equip teachers
with new skills and methods, sharpening their analytical powers, and
heightening their self-awareness. Furthermore, it encourages learners to
inject additional or innovatory approaches to teaching and learning on
an ongoing basis.
research is a key to success where practical concerns of people are
known in immediate problematic situation that motivates practitioners as
a valuable source of knowledge regarding their practices where they
explore issues of mutual interest and concerns through self-reflective
inquiry. Also, it enables them to improve rationality and justice in
their own practice and establishes a reflective, problem-solving mindset
among practitioners. In short, Action Research is an opportunity that
exists for bringing professionalism and efficacy.
I became an Action Researcher of Ta’lim Curriculum?
the second episode of my Professional
Teacher Educator Program, one of my assignments was to conduct an action
research in one of the School/RECs in Karachi. I spent almost 23
contact hours and delivered three different lessons with various
strategies to become familiar with the setting and learners’ needs.
the words of Kemmis and McTaggart, 1988, "Action Research is a form of
collective self-reflective inquiry undertaken by participants in social
situations in order to improve rational practices, as well as their own
social or educational practices and the situations in which the
practices are carried out”.
of the Study
seeking the familiarity, I crystallized my choice and focused only on
the book 3 of the Primary V titled “Opening windows on Allah’s
creation”. The total contact sessions were 23 that were held 3 days in
a week for more than 2 months. There were 18 registered students with
two teachers, one teacher known as class teacher and another was
assistant-teacher. All the sessions i.e. classes were held in the big
hall where almost 12 to 13 other classes were simultaneously
running at the same time.
area of study was: “How
to assist students in articulating the key messages of Ta’lim (P5 book
3) and relating with their practical lives”?
proposed issue of this action research was very pertinent for me to
ensure how the key messages of Ta’lim should be translated at the
level of the students; as I have been pondering upon this issue for
quite a long time and also raised in many forums and training programs.
While seeking the opportunity for the field work I chose to explore this
emerging issue with Action Research Model.
finalization of School/REC, I met with the whole administration and
shared the purpose and objectives of my action research. The approach is
important in action research that is known as emancipatory
i.e. the process is not hierarchical; rather all people concerned are
equal participants contributing to the inquiry.
a researcher, it was very important for me to be familiar with the
existing educational context where teaching learning is taking place and
to build relation with the stakeholders and especially the class
teacher. During my initial observations, I observed various things and
shared my feedback with the class teacher accordingly. I felt these
observations would certainly allow me to situate myself better as an
inquirer and alert me as observer. This approach is called participative and collaborative which is the most significant
characteristic of an action research where the researcher is not
considered an outside expert conducting an enquiry with subjects,
but a co-worker doing research with and for the people concerned with
the practical problem and its actual improvement.
in this study, I was involved as a teacher as well as researcher;
throughout the process class, teacher’s reflections about my teaching,
students’ participation, behavior, and performances were of paramount
importance. As a teacher, I prepared and developed lesson plans,
educational forms, and arrangement of teaching learning material and
resources, to implementing the curriculum in the class and evaluate
student’s performances. As a researcher, I involved in collecting and
analyzing the data that appeared in daily transactions and finally
developing patterns to collate all my findings in a report.
following is the rationale to select the role:
first hand information about teaching learning process at a particular
realization of the issues and challenges of teaching and implementation
the curriculum in real classroom situation.
areas I concentrated during my teaching were:
approach (student’s autonomy)
engagement in teaching
variety of strategies
Ta’lim content in terms of
(For further study about Ta’lim, visit; http://www.iis.ac.uk/view_article.asp?ContentID=104853)
careful study of action research approach and being acquainted with
this, I internalize the action research cycle and then responded
above-mentioned areas one-by-one as mentioned below.
of Action Research Cycle
Problem Analysis and Strategic Planning
Implementation of the Strategic Plan
Observation Evaluation by appropriate methods and
Reflection On results of
evaluation and the action itself
a. Identification of the new problem
b. New cycle of planning, action, observation,
initiated action research teaching in the class, I took two unstructured
observations, where I came to know that students’ involvement and
participation is less that required to be increased. During the
observations, my findings informed me that because of teacher-centered
approach with controlled behavior teachers could not seek maximum
participation of students. Thus, I worked on it, brought in discussion
strategy, and plan my lessons that required participation from students.
the completion of action research, the class teacher reflected as
teaching method before coming of Yasmeen to my class was to read the
lesson. My method was not so much activity-based. My strategy was a
teacher not facilitator”
The pedagogical approaches suggested in Ta’lim are students-centered
that enable them to partake in the process, which is embodied in
constructivism (Jonassen, Peok and Wilson 1999)
On the other hand, the constructivism rests on the notion that instead
of absorbing or passively receiving knowledge that is ‘out there’,
Learners actively construct knowledge by integrating new information and
experiences into what they have reconciled it with this new.
The pedagogy that are based on the constructivist theory such as class
discussion, group presentation, project work, etc. are supportive in
stimulating students’ creativity and fostering their learning.
Throughout the process, my teaching approach was based on constructivism
where teaching strategies such as think-pair-share, group presentation,
role-play, creative writing were commonly used. Initially students faced
difficulties in sharing their views therefore in my initial lesson plans
dated October 2nd 5th
and 9th , 2007, I intentionally placed some of the
activities that could help students to come up with their own
ideas, and thinking, later on their involvement became the part &
parcel of my teaching.
critical partner (CP) shared her thoughts regarding the above:
in her teaching, she used much pedagogy that made it easier for students
to learn that building a base of your students before starting any
chapter is important for their full involvement”.
I was successful in bringing students’ voices up. Afterward they
participated in all classes from initiation to the end of the day, and
sometimes, it seemed difficult to stop them as in
the 45 minutes we could not get involved in lengthy discussion as
a whole class strategy; as a result, in further classes, I divided them
into groups where they discussed their opinions. Initially it was very
limited, chaotic but gradually it went quite well.
also noticed that my students weren’t working well in groups
especially sharing of ideas with each other. Therefore initially I
had to structure the task with greater details, projecting who would do
what etc. but later with the help of cooperative learning strategy we
overcome this issue together, and students started partaking in turns,
appreciating others’ ideas and managing time etc.
A girl-student shared her thought during post- research interview:
“Our mind cannot get with so many ideas at a time but by group work we
got so many ideas.”
Another participant said, “We
built friendship bond.”
The co-teacher of the class shared her views by saying,
“Each child was participated, and every one shared their ideas through
this group activity. They also learn how to cooperate with each other.”
In addition to this, data indicates that students-centered approach is
supportive in developing positive qualities among students such as
confidence, ability to express, leadership qualities, and sharing ideas.
the process of initial action, I noticed that students began to
participate in the given tasks.
my critical partner (CP) mentioned “All
took great interest in this. I noticed that even those who don’t
respond frequently in class, also took
great interest, one of the students who had problem on phrasing
her sentences, has taking help from her classmates.”
One student shared his reflections during the informal talk, “We
shared what we understood and what we didn’t was explained to us by
our group mates”.
Another significance of the action research is its practicality
where the results and insight gained are not only of theoretical
importance to the advancement of knowledge in the field, but also lead
to practical improvements during and after the research process.
(2000) has highlighted “Motivation
can be conceptualized as student’s energy and derive to learn work
efficiently and achieve to their potential at school and the behaviour
that follow from this energy and drives” (Pg 35).
During the process, it seemed difficult to respond to all the ideas made
by students due to the shortage of the time, where hardly 25 to 30
minutes time is allocated for a day. For this, I recommended that at
least 45 to 50 minutes to be allocated for certain concepts especially
when a teacher employs discussion strategies where the input of each
child is crucial for further conceptual development. This led to another
intervention where I stretched the plan for my upcoming classes till the
final cycle. As a researcher, I applied
the negotiation strategy with observer teachers and students, and with
their consent, we stretched the class timings up to 60 to 70 minutes to
meet the agreed objective(s). Situational
based is one of the characteristic of an action research
which concerned with
diagnosing a problem in a specific context and attempting to solve it in
I practiced self-reflection and self-assessment in my professional
learning by writing reflections and reviewing my plans to support my own
development as a learner and a teacher. Reflective
practice is defined in a most recent literature as a vehicle through
which one can improve his practices by thinking and rethinking on their
own experiences. As McKernan, 1987 defines that “Action Research is self-reflective problem solving… which enables
practitioners to better understand and solve pressing problems in social
The cyclic model of action research enabled me to bring in connectivity
and monitor progress among learners. Though it seemed a humongous task
in the beginning, all cycles were completed swiftly because of
relativity. This learning opportunity fostered confidence and critical
thinking in me. It inspired me to partake in such challenging
areas where I could model through my own practices some practical
way-out for my fellow educators and teachers at REC.
Web 2.0, The New Culture of
By Mark Benn
Middle School Teacher
articles deal with the change to 21st Century Learning.
from an article written by Susan McLester in the April edition of
Technology & Learning: “Web 2.0 has essentially transformed the
Internet from an e-commerce and Web page publishing venue to a
planet-wide networked community where every citizen is invited to create
Let’s look at what it is.
First, let’s look at three skills: publishing, broadcasting, and movie
production. In the past if you wanted to publish a book or article you
would have to send it to a publisher and wait to see whether they would
publish it. Newspapers and magazines were written by their own hired
staff of writers. Only a small group of people compared to the whole
population could accomplish this. The only way to broadcast was to work
for, or own your own radio studio. Movie production could only be done
by a production company with the equipment and know how.
Now enters Web 2.0 onto the scene. Anyone with a computer can publish on
the internet in blogs or online newsletters. Likewise, you can produce a
broadcast by making a podcast using programs like Garageband or
Audacity. If you have a video movie camera you can edit your own movie
and upload it to the internet for all to see. All of this can be
accomplished with a computer and open source (free) software on the
internet. It can then be uploaded onto the web for everyone to
ask, what do I mean by: participate in?
Social networking sites like MySpace, YouTube, and Yahoo! Groups have
allowed our digital natives to collaborate and share information and
thoughts on anything instantly.
of just being a passive reader and watcher of what someone says or does,
everyone can be an active participant on what goes up on the web. With
new open source online tools like Jumpcut, Eyespot, Toufee, Picnik, and
more everyone can participate. But wait, there’s more. New hosting
sites such as Revver.com, Spymac.com, and uthTv.com have opened a whole
new support network for this community.
What does this mean to us as educators? No problem, we just block all
the sites. After all, it’s our job to protect them from the evils of
the internet. I agree, we need to protect them from the evils of the
internet, but are the above mentioned sites evil? Is having a social
community on the internet wrong or dangerous, or is it something we
don’t fully understand? By blocking all the sites are we making
ourselves irrelevant in the eyes of the digital native? Shouldn’t we
be teaching them how to safely handle the internet, and then participate
in it with them?
About a month ago I got involved in an online social network called
Runescape. My children had been involved in it for awhile and I had been
watching. Runescape is a place where you become a virtual person in a
virtual medieval world where you can fish, hunt, build houses, and on
and on. You can be a free participant, or for $5 a month become a member
with more privileges. Last month Runescape topped one million members.
This doesn’t count far more that aren’t members. As I participate in
this world, I watch as the young people are constantly helping each
other, talking to one another, and problem solving. These are skills we
want them to learn.
we be integrating these communities into our classrooms, instead of
blocking them? We could spark discussion about many academic topics
where the student becomes not only the learner but the teacher, too.
Think about it.
at it, here are a
few great BLOGS to check out:
Mark Benn earned his B.S. from Western
Michigan University and his Elementary Certification from
Northern Michigan University. He is a 21 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 33 years with one
daughter and two sons. In the summers, Mark works for
Mackinac State Historic Parks in the as a historical
|StarTeaching Featured Writer
|Mark Benn is a leading expert in using technology
in the classroom.
You can feel free to contact him on email
or at his blogsite: http://www.furtrader.blogspot.com/
Order your own iPod Touch Today with the links below:
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:
of these modules runs at three different levels, from easy to
At each level, the individual's performance is depicted as
A feedback has been built into the software for all these 18
levels depending on the marks one scores during the
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
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
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.
HERE to order your own copy today:
Standards (part 2)
Educational Testing Service
The Educational Testing Service (or ETS) is the world's
largest private educational testing and measurement
organization, operating on an annual budget of approximately
$900 million. ETS develops various standardized examinations
primarily in the United States, but they also administer tests
such as TOEFL in most nations. Many of the assessments they
develop are associated with entry to US tertiary (undergraduate)
and quaternary education (graduate) institutions. As well as
test development, they also carry out internationally recognized
Their international campus-like headquarters (shown here) is
in Princeton Township, New Jersey; processing, shipping,
customer service and test security is in nearby Ewing; and
European headquarters is in Utrecht in the Netherlands. ETS
employs about 2,700 individuals, including 240 with doctorates
and an additional 350 others with "higher degrees."
ETS is a non-profit organization. The organization is also
self-supporting, which it maintains primarily by charging for
assessment. Some test-takers find these prohibitively high,
although test fee waivers or reductions are available for
individuals who can prove financial hardship.
Much of the work carried out by ETS is contracted by the
private, non-profit firm, the College Board. The most popular of
the College Board's tests is the SAT, taken by more than 3
million students annually.
Tests Administered by ETS
Graduate Record Examination (GRE)
SAT (formerly: Scholastic Aptitude Test)
Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT)
College Level Examination Program (CLEP)
Test Of English as a Foreign Language (TOEFL)
Test Of English for International Communications (TOEIC)
Test de français international (TFI)
Certified Professional Electrologist (CPE)
California High School Exit Exam (CAHSEE)
Coming Next: Accredidation
Novels 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
. 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.
In The Haunting of Sigma,
Frank Holes, Jr. returns fans of the legendary Dogman to the wild world
of cryptozoology in
. This darker, far more
sinister prequel to Holes’s first novel fully establishes his hold
upon the imaginations of readers all over the
. June 1987 ushers in the
hot, dry summer season, but something else far more horrifying has taken
up residence in the deep wilderness in
. The Dogman, a supernatural
combination of canine and man, has returned to wreck havoc upon the
tiny, sleepy community of Sigma.
Based upon the
epic Greek tale of The Odyssey, yet set in the American Wild West, The Longquist Adventures: Western Odyssey chronicles the journey of a young boy and his guide through a perilous
world of dangerous encounters and fantastic creatures.
It is a world of gun fights at high noon, stampedes on the great
plains, stagecoach robbery, and an ultimate showdown with a ruthless,
powerful gangster aboard a turn-of-the-century paddlewheel in the San
Francisco Bay. Can the
time-traveling boy and the law-abiding Marshal restore order to the
chaos of the American West gone truly wild?
of the Dogman Website
Here For The
of Sigma Website
Here For The
The Dogman, a creature of
MythMichigan, is an excellent example of modern-day folklore to
study in your classes.
The Longquist Adventures, written for
elementary students, is excellent for teaching mythology and
classic stories to young children.
Western Odyssey, the first novel
in the series, is now available!
We now have special offers on Classroom Sets of our Novel.
Click here for more information:
A CLASS SET
A Place for New Teachers, Student Teachers, and Interns
Developing an Essay Writing
by Frank Holes, Jr.
Recently we have upgraded our middle school
writing program to expand the basic paragraphs our students are
writing into multiple paragraph essays. We came to make this
change after reviewing the released essays from our MEAP test
(Michigan's high stakes test). The MEAP showed multiple
paragraph essays scoring higher than single paragraph essays. We
decided there and then to adjust our program. We also discussed
his change with our high school teachers. They use and teach up
to five paragraph essays, so we figured we ought to change a bit
of what we do to better prepare our students for the rigors of
high school. This is a time consuming process which is taking
time to develop and teach to students. The first thing is to get
all the writing teachers on board.
When our middle school teachers got together, there were a variety of
viewpoints and ideas to consider. After much debate and development, a
plan was put in place. The plan has two parts, one dealing with
individual paragraph development, and the other in developing an essay
format using several paragraphs linked well together.
Our plan for teaching the writing of individual paragraphs progresses
each year. At the eighth grade level, students are expected to write
paragraphs of at least eight sentences and 125 words. Each paragraph
must have a topic sentence, at least three supports, a personal life
experience, and a clincher statement.
At the seventh grade, students' paragraphs must have eight sentences,
but only a minimum of 100 words. Each must also have a topic sentence (T.S.),
at least three supports, a P.L.E., and a clincher statement (C.S).
In the sixth grade, paragraphs are to be at least six sentences long and
at least 80 words long. Included in the paragraph are a T.S., three
supports, a P.L.E., and a C.S.
The fifth grade (the youngest in our building) will concentrate on
sentence structure and build up to a detailed paragraph. This will be at
last five sentences long and at least 60 words in length. This paragraph
will include a T.S., three supports, and a clincher or a personal life
experience to wrap up.
Part two of the middle school plan is the development of an essay from
these basic paragraph structures. Since the fifth graders are only
concentrating on sentences and the development of a single paragraph,
the essay development is slated for sixth grade through eighth grade.
Essays at the sixth grade will be at least two paragraphs and 160 words,
each paragraph having 80 or more words. These are great for compare /
contrast essays where two different sides are discussed.
Seventh grade essays will build up to three or more paragraphs, and 200
or more words (100 words per paragraph). Here we're looking for more
thorough development of the topic and relevant details and examples. And
in the eighth grade, essays will extend up to four paragraphs, and a
whopping 600 words (125 per paragraph.)
We will teach the development of a topic sentence in the first paragraph
for the entire essay. It will HOOK the reader and introduce the overall
topic of the essay. We will also teach the creation of a clincher
statement in the last paragraph that wraps up and summarizes the
paragraphs while providing a THEME (a life lesson to be learned by the
Main points of the topic each have their own paragraph, so a three
paragraph essay will have three main points. Supports for each main
point will be organized in a logical fashion and spread through each
respected paragraph. Then relative details and examples will be used to
exemplify each support.
Eighth graders will also develop a LEAD, a personal life experience or
story at the very beginning of the first paragraph. This acts as a HOOK
to capture the reader's attention while making a personal connection
with the reader.
There is still much to do, and we know this implementation will take
time. And we know there will be changes along the way. One area we've
already encountered is the use of figurative language in the examples
and personal experiences of the students. We are already planning on
adding this later on this year. If your school is in the stages of
updating your writing program, remember to keep a positive attitude,
look carefully at good examples released by your state, and develop a
strong program that everyone can buy into.
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
Did you find this article helpful and useful for your classes?
Interested in more information on teaching writing, or writing ideas you
can use (and adapt or change for your classes)? See our website or click
the following link to access our NEW writing page:
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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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
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Greatest Little Boy"
Author: Don Schlitz
As Performed by Kenny Rogers
perception determines everything...
The greatest little boy, in a baseball
stands in the field, with his ball and bat.
Says "I am the greatest player of them all!"
He puts his bat on his shoulder,
and he tosses up his ball.
And the ball goes up, and the ball comes down,
and he swings his bat all the way around.
The world's so still you can hear the sound,
as the baseball falls, to the ground.
Now the little boy doesn't say a word...
Picks up his ball. He is undeterred.
Says, "I am the greatest there has ever been!"
And he grits his teeth. And he tries it again.
And the ball goes up, and the ball comes down,
and he swings his bat all the way around.
And the world's so still you can hear the sound,
as the baseball falls, to the ground.
He makes no excuses; he shows no fear
He just closes his eyes, and listens to the cheers.
Now the little boy, he adjusts his hat.
Picks up his ball. Stares at his bat.
Says "I am the greatest, and the game is on the line!"
So he gives his all, one last time.
And the ball goes up, like the moon so bright,
swings his bat, with all his might.
And the world's as still as still can be,
and the baseball falls; and that's strike 3.
Now it's supper time, and his momma calls.
Little boy starts home, with his bat and ball.
Says, "I am the greatest, that is a fact...
but even I didn't know, I could pitch like that!"
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