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Ideas and Features For New Teachers 
and Veterans with Class

Volume 5, Issue 9

May 2009

StarTeaching Store Advertise with us Previous Articles Submit an Article FREE Reports Feature Writers New Teacher's Niche Tech Center  

Happy New Year, and welcome back
to our StarTeaching newsletter, 
Features for Teachers, packed full of tips, techniques, and ideas for educators of all students in all levels.   

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Remember to bookmark this page and to visit our website for more great articles, tips, and techniques!

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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?  Would you like to be published to over 25,000 readers each month?

Our Newsletter is now posting openings for a SCIENCE FEATURE WRITER and an ADMINISTRATOR to write a regular column on challenges facing 21st century schools.  

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

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Corporal Punishment (part 2)

By Munir Moosa Sewani

"Help me! Rescue me!  Ouch, she is beating me so harshly!" - a student whispering while getting a severe punishment from a teacher.

"Please teacher; sorry teacher; beg you teacher; don't hit me, please!"  - a guy begging to save her life while crying.

Such statements are frequently spoken by abused students, many of which are heard by few of us; because sometimes, we mislay our heart under the pouch and forget to bring it to our classrooms. Why would a teacher use corporal punishment in a classroom? It is maybe that the teacher was beaten by his/her own teacher when he/she were young or the teacher feels there are no other alternatives. 

Article 28 of the UN Convention on the Rights of the Child says that all children have a right to education, and that discipline in schools should respect children’s human dignity. A school that is not safe is not a good place to learn. In most countries, children spend more time in schools than anywhere else outside of their homes. Schools have an important role to play in protecting children from violence.

But in many countries, physical punishment is a routine part of school life. Teachers can be cruel, humiliate children, physically abuse them, or even use sexual violence. Teachers do so because they think it makes pupils work better or because they want to show their power. Violent discipline teaches children to fear, but it doesn’t teach them to use their own initiative. It teaches them that violence is a good way to solve conflicts, but it doesn’t teach them values like tolerance and justice. It can also make them feel bad about themselves. Bullying between children may not be seen as a serious problem. Many countries have no laws to protect schoolchildren and students from discrimination. [1]

During the recent years, corporal punishment has widely spread in the world, more than it was ever practiced. Recent movements have, however, identified corporal punishment as a form of child abuse, but it is still practiced and will be practiced, unless some laws are enforced against using it in classrooms. 

The reason could be any to punish students; but mostly, when teachers are not trained, they cannot think of any alternatives, so they usually give punishment to maintain discipline in his/her classroom.

According to my observation,
a few reasons for using
punishment are: 

To Maintain Discipline
To Generate Fear in Students
Psychological Disturbance
Low Salary
Lack of Coping Skills
Unfamiliar to Alternative Methods
Lack of Interest in Teaching
Prove that you are an Authority
Forgot to Pre-Plan lesson
Can't Answer Student's Queries

There are many types of corporal punishment; some of them include:

  1. Spanking 
  2. Slapping on head
  3. Insulting
  4. Hitting with Blade Scale
  5. Make Child Stand on Desk
  6. Biting
  7. Whipping
  8. Cuffing
  9. Belting
  10. Whacking
  11. Pinching
  12. Biting
  13. Pulling hair
  14. Grabbing or yanking
  15. Stand under Sun
  16. Caning on the back
  17. Not letting a child go to the bathroom, eat, drink or sleep
  18. Stand in an uncomfortable position
  19. Forcing a child to do exercise as punishment
  20. Putting red pepper in a child’s mouth
  21. Snatching Lunch Box
  22. Threatening
  23. Writing hundred times your name
  24. Eating Chalk

The majority of corporal punishment incidents result in minor to major injuries, such as soreness and redness of the skin, pierced body parts, etc. Although injuries requiring medical attention are rare, the use of corporal punishment has the potential of causing injuries such as ruptured blood vessels, nerve damage, muscle damage and brain hemorrhage. Such injuries may result in permanent structural damage and disability.

Salima Moosa shares her bitter experience in the following words:

"When I was in class 5th, once, my classmate didn't bring her workbook. Everybody knew that our teacher would kill that girl. She begged me to give my workbook to her. I did so as I thought that she might be rescued if I could help her out. Teacher checked her workbook, which was, actually of mine, and she was praised by the teacher. When teacher came towards me, I informed my teacher that I hadn't done my work. She slapped me non-stop 8 times on my cheek. But I sacrificed for my friend. I lied to my teacher, because she was a wild beast. She never listened to the students with love. I hate that teacher! For me, she was ill. Currently, I am a professional teacher, and I always try alternatives. I care for my students and students respect me a lot."

Sana Korji, student of Higher Secondary says,

"I was punished by my teacher when I was in 6th class. Actually my fee was not paid due to some financial crisis. Our Head Mistress forced the teacher to warn me. My teacher warned me that if I would not pay my fees then I would not be able to take exams... When my exams started, but my fee was not paid, the teacher didn't give me permission to take the exams... I stood for 2 hours out of the classroom and that’s a story from one of the best reputed schools.  At that time I felt very bad because I learned very hard for my exams but can't take them just because my fees were not paid... I felt that instead of giving me punishment, the teacher should have understood my feelings and my problems, and should have asked me why my fees were not paid or was there any problem... "

News in View: On December 18th, 2008 , a 10 year-old 5th grader named Chao Qun Zheng went to his elementary school in HeNan, China. When his teacher, Guo, found out that young Zheng had not completed his homework, she flipped out. "She was very angry at the time," he said. "She ripped and twisted my cheeks with both her hands and then she lifted me off the ground."

The teacher held the boy up until one of his cheeks actually ripped off and the boy was bleeding profusely. Without hesitation the teacher reached down and picked up Zheng's cheek skin, put it on his face, and instructed the boy go home immediately.

When the parents saw Zheng, they immediately took him to the hospital where it took 52 stitches to have his cheek sewn back on. Zheng's father has reported the case to the police and is expected to press for damages. [2]

A 13-year-old Pakistani boy who was beaten by his teacher for not completing his homework is preparing to undergo a third surgery.  Mudassar Aslam, a Class IX student of Himayatul Islam High School in Hyderabad, has already undergone two major intestinal surgeries after his teacher beat him.  Aslam was rushed to Liaquat University Hospital on November 21 after he complained of severe abdominal pain. His teacher, Buland Iqbal, trashed him with a stick after tying him up. The boy told the Dawn newspaper: "I was beaten with a stick after two other students tied my hands. He (Iqbal) also ordered I do 100 sit-ups which caused pain in my stomach."

Aslam was not allowed to leave for home even after he complained of excruciating pain. His elder brother Owais said he took Aslam to the hospital when he noticed his abdomen was swelling like a "balloon". The doctor attending on Aslam said his blood pressure and his pulse rate were very high when he reached the hospital and he could have suffered a brain stroke. "The intestines were jumbled and perforated and had turned blackish due to blocked blood circulation for which the first surgery was performed. But as it was leaking, another attempt was made," the doctor said.

"A third operation to enable him to pass stool and urine will be needed after two to three months." The school is yet to take action against the teacher. And Aslam's family has not reported the matter to police because "they would get into trouble".

The boy's father, a daily wage laborer, has lost his job for staying away from work to be with Aslam in the hospital. [3]

Teacher of a school in Multan severely beat a 7-year old girl student for failing to complete homework. According to Geo News correspondent, the teacher hit young Alizah on not completing homework, bruising her back and arms. Punjab Chief Minister, Shahbaz Sharif taking notice of the incident, ordered RPO Multan to submit a report of the incident. [4]

Teachers are role model for most of the students, so they want their teachers to listen to them. The days are gone when students accepted a staunch and dictatorial teacher. The time has come to rethink and change our pattern of teaching. 

In the next article, consequences of Corporal Punishment will be shared.


Kwast, E. & Laws, S. (2006). United Nations Secretary-General's Study on Violence Against Children Adapted For Children And Young People. Geneva : Publishing Service, United Nations. p. 25

CAFé, k. (2009). Angry Teacher Rips Student's Cheek Off. Retrieved on April 10th, 2009 ; from kosongcafe.blogspot.com/2009_01_01_archive.html

Beaten by teacher, Pakistani boy prepares for third surgery. (2007). Retrieved on April 15th, 2009 ; from www.indopia.in/India-usa-uk-news/latest-news/50291/International/2/20/2

Girl child badly beaten for not doing homework in Multan. (2009). Retrieved on April 16th, 2009 ; from http://www.thenews.com.pk/updates.asp?id=74963

How many times you have read or heard that students look at the personality of a teacher? But truly, students look more at your attitude and behavior than any thing else.


Munir Moosa Sewani is one of the most famous, prominent and creative names in the field of Education in the past 9 years. He is a Master Trainer In Special Education, Post Graduate, Teacher Educator and a Teacher. He is a Freelance Writer and Photographer, in addition to his role as a featured writer for StarTeaching's newsletter for more than two years now. He is an author of the famous self-published storybook for children titled "The MORAL STORIES FOR CHILDREN" and has also written a Biology book for Secondary Classes. He has written more than 40 articles dealing with social, health, educational and cultural issues, which are internationally recognized and published in famous world wide websites, newsletters, magazines and newspapers. 

He is also a Social worker, private tutor, career counselor, musician, lyrics writer and has multi-dimensional talents. His future plan is to write dozens of informative articles and to work for education and media, in order to explore hidden creativity.

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


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Addressing Different Learning Styles (with American Sign Language)

by Kim Taylor-DiLeva

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Kim Taylor-DiLeva is an educational trainer and owner of Kim’s Signing Solutions (www.kimssigningsolutions.com).  She conducts parent and teacher workshops throughout New York State and conducts sign language enrichment classes for daycares and preschools in the Albany , NY area.

All teachers must present their lessons in a format that will be most beneficial for their students, as each student differs in how they process information. This is particularly true in a special education classroom, where children with varying disabilities learn new information most easily when it is presented to them in different formats. Some students must see the material (visual), others learn best by using their bodies to show information (kinesthetic), while others must hear and say the new information to best understand it (auditory).  Unfortunately, it can be challenging for teachers to incorporate all of these strategies in only one lesson. American Sign Language can be used in your curriculum to address all of these.


Edgar Dale’s Cone of Experience, revised by Bruce Hyland (Click here to view the PDF), states that:

“We Learn . . .
10% of what we read
20% of what we hear
30% of what we see
50% of what we hear and see
70% of what we say
90% of what we both say and do.” 

 Edgar Dale also states that “It often follows, then, that the more numerous and varied the media we employ, the richer and more secure will be the concepts we develop.  Well-chosen instructional materials of various kinds can provide a variety of experiences that enhance the learning of a given subject for any student at any given point in his continuing development.”    (http://www2.potsdam.edu/betrusak/AECT2002/dalescone_files/dalescone.html.ppt#275, 9, Possible Misconceptions about the Cone7 Conclusions) 

Therefore, we can conclude that the more children use sign language in their daily lessons, the more they will retain the material they learn. By speaking and signing words to your students, and having them repeat it and sign it back to you; they are hearing it, seeing it, saying it, and doing it (90% recall according to the Cone of Experience).  You will also address many different methods of instruction at once which helps auditory, visual, and kinesthetic learners.

Let’s look at an example to see how this can work. To teach a student the word “house,” show the written word, say “house” aloud, and teach the sign for “house”. (To sign the word house you use both hands to show the roof and the walls of the house). Have the student repeat it and sign it back to you. Continue this every time the new word is shown to them in a text or when you show them the new word. They will be able to easily recall words not only because of the movement required, but also because many signs are iconic, meaning they look like the actual object. This will enable students to visualize the word, therefore helping them better remember the information.

American Sign Language can be incorporated into your lessons by adding signs for new vocabulary or sight words. Students will be presented the material in visual, kinesthetic, and auditory forms.  As the teacher, this helps you to utilize various teaching methods to accommodate students who have different styles of learning. Your classroom will benefit, being able to understand new lessons more quickly and easily.


Incorporating sign language into your sight word instruction is very easy to do.  Just look up the ASL signs for the sight words that you want your students to learn in an American Sign Language Dictionary (you can also use an online dictionary that shows a video of how to do the sign.)  Show your students the sight word and the sign.  Say it and sign it.  Ask the students to look at the word, and say it and sign it with you.  Repeat this a few times.  Every time you are discussing, practicing, or reading this new sight word, you and your students will sign it when it is read. To make it easier on yourself and your students, you may want to look into purchasing “My 1st 50 Sight Words in Sign”, where frequently used sight words are on a card alongside their sign for easy learning/recalling.  You can find them at My 1st 50 Sight Words in Sign

Don’t be overwhelmed by all of the above mentioned signs if you don’t know them. Just try one sign and then the next week add a new one. Start with the positive and encouraging signs. Just one or two signs can start your class on the way toward creating your ideal peaceful and positive classroom.

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From Kim's Signing Solutions!

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Use the following DISCOUNT CODE for a $3.00 discount:  


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Fully endorsed by Frank Holes Jr., editor of Starteaching



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What Are These 21st Century Skills?

By Mark Benn
Middle School Teacher

Mark's latest articles deal with the change to 21st Century Learning.

In an article from eSchool News written in March, the editors wrote about how our country's global success will depend on improving our student's 21st century skills. In the next several articles I'd like to examine what these skills are and how we can integrate them into our classrooms.

Just as we've heard about the 3 R's of reading, writing, and arithmetic, the 21st century skills are called the 5 C's.  These are critical thinking, creative problem solving, communications, collaboration, and cross cultural relationship building. Starting in 2012, "tech literacy" will be added to our Nation's Report Card. No longer will it be the question: Are the students using technology? The new question will be: How well are they using the technology and what skills have they developed using it?  In other words, it's not about what they use, but how they use it.

At this point you're probably wondering: What do these questions have to do with the 5 C's?
If you look at each of the 5 C's you'll find that worksheets will never help you achieve the learning of these skills, but integrating technology ties in very nicely to learning these skills.

Before you start thinking, "Here we go again, more to add to my curriculum," let's take a closer look at these skills. Critical thinking and creative problem solving are skills that we need to learn to help us understand the world around us and interact with it. Communications and collaboration are skills that help us work and interact with others in our work and learning situations. Cross cultural relationship building is something that is important in our global economy.

So, starting next month, I will begin a five-part series with an in-depth examination on each of the 5 C's and how to integrate them into your curriculum. In the meantime, check out this website and its resources to get you thinking: http://www.eschoolnews.com/emails/eSN/0305ResourceCenter.htm

While you're at it, here are a few great BLOGS to check out:

Great BLOGS to read on the changes in the way students learn

Doug Johnson The Blue Skunk Blog
Ian Jukes The Committed Sardine
David Warlick Two Cents Worth
Will Richardson WeBloggEd
Kathy Schrock Kaffeeklatsch
Tony Vincent Learning In Hand


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 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/ 


iPod Touch

Order your own iPod Touch Today with the links below:


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





Mastering Basic Skills software:


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.

Click HERE to order your own copy today:


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Autism (part 2)

Courtesy of K12Academics.com

Characteristics of Autism:

There is a great diversity in the skills and behaviors of individuals diagnosed as autistic, and physicians will often arrive at different conclusions about the appropriate diagnosis. Much of this is due to the sensory system of an autistic which is quite different from the sensory system of other people, since certain stimulations can affect an autistic differently than a non-autistic, and the degree to which the sensory system is affected varies wildly from one autistic person to another.

Nevertheless, professionals within pediatric care and development often look for early indicators of autism in order to initiate treatment as early as possible. However, some people do not believe in treatment for autism, either because they do not believe autism is a disorder or because they believe treatment can do more harm than good.

Communication Difficulties:

By age 3, typical children have passed predictable language learning milestones; one of the earliest is babbling. By the first birthday, a typical toddler says words, turns when he or she hears his or her name, points when he or she wants a toy, and when offered something distasteful, makes it clear that the answer is "no." Speech development in people with autism takes different paths. Some remain mute throughout their lives while being fully literate and able to communicate in other ways—images, sign language, and typing are far more natural to them. Some infants who later show signs of autism coo and babble during the first few months of life, but stop soon afterwards. Others may be delayed, developing language as late as the teenage years. Still, inability to speak does not mean that people with autism are unintelligent or unaware. Once given appropriate accommodations, many will happily converse for hours, and can often be found in online chat rooms, discussion boards or web sites and even using communication devices at autism-community social events such as Autreat.

Those who do speak often use language in unusual ways, retaining features of earlier stages of language development for long periods or throughout their lives. Some speak only single words, while others repeat the same phrase over and over. Some repeat what they hear, a condition called echolalia. Sing-song repetitions in particular are a calming, joyous activity that many autistic adults engage in. Many people with autism have a strong tonal sense, and can often understand spoken language. Some children may exhibit only slight delays in language, or even seem to have precocious language and unusually large vocabularies, but have great difficulty in sustaining typical conversations. The "give and take" of non-autistic conversation is hard for them, although they often carry on a monologue on a favorite subject, giving no one else an opportunity to comment. When given the chance to converse with other autistic's, they comfortably do so in "parallel monologue"—taking turns expressing views and information. Just as "neurotypicals" (people without autism) have trouble understanding autistic body languages, vocal tones, or phraseology, people with autism similarly have trouble with such things in people without autism. In particular, autistic language abilities tend to be highly literal; people without autism often inappropriately attribute hidden meaning to what people with autism say or expect the person with autism to sense such unstated meaning in their own words.

The body language of people with autism can be difficult for other people to understand. Facial expressions, movements, and gestures may be easily understood by some other people with autism, but do not match those used by other people. Also, their tone of voice has a much more subtle inflection in reflecting their feelings, and the auditory system of a person without autism often cannot sense the fluctuations. What seems to non-autistic people like a high-pitched, sing-song, or flat, robot-like voice is common in autistic children. Some autistic children with relatively good language skills speak like little adults, rather than communicating at their current age level, which is one of the things that can lead to problems.

Since non-autistic people are often unfamiliar with the autistic body language, and since autistic natural language may not tend towards speech, autistic people often struggle to let other people know what they need. As anybody might do in such a situation, they may scream in frustration or resort to grabbing what they want. While waiting for non-autistic people to learn to communicate with them, people with autism do whatever they can to get through to them. Communication difficulties may contribute to autistic people becoming socially anxious or depressed.

More on Autism's Effects on Education in the next article.  


Article courtesy of K12Academics.com




MythMichigan Books
Novels by Frank Holes, Jr.

Now Available!
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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.  

In The Haunting of Sigma, Frank Holes, Jr. returns fans of the legendary Dogman to the wild world of cryptozoology in Northern Michigan .  This darker, far more sinister prequel to Holes’s first novel fully establishes his hold upon the imaginations of readers all over the Midwest .  June 1987 ushers in the hot, dry summer season, but something else far more horrifying has taken up residence in the deep wilderness in Kalkaska County .  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?
Click Here For The
Year of the Dogman Website
Click Here For The
Haunting of Sigma Website
Click Here For The
Western Odyssey Website


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:




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

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Preparing For Your Student Teaching - Working Effectively With A Mentor
(part 3)

by Dr. Peter Manute & Frank Holes, Jr.

This is the third article in our student teaching series, this time focusing on working with your mentor or collaborating teacher. Effective inter-personal skills are very important for teachers, and as a student teacher, you will begin to develop these as you work in another teacher's classroom.

Working closely with a mentor or collaborating teacher can be both rewarding and challenging. The rewards include developing a positive relationship with a professional educator and gleaning tremendous amounts of insight and effective teaching tips and techniques. The mentor has been working effectively for a considerable number of years and has perfected both the art and craft of teaching. In the ideal situation the mentor guides and provides feedback while allowing the intern to develop style and work through different situations and challenges. The intern has the opportunity to make mistakes and develop strategies for improvement all under the guidance of a thoughtful and caring mentor.

Sometimes an intern is placed with a mentor who finds it very difficult to let go of his/her classroom. This teacher remains in the room all day and really doesn't allow the intern the flexibility and creativity to develop and refine an individual style. The intern loses the opportunity to be on his or her own, a very valuable experience. Another challenging situation is the mentor who for some unknown reason decides to try to clone themselves. This mentor actually creates a situation that is counter-productive to a positive student teaching experience. This mentor really inhibits the growth and development of the intern through constant manipulating and overbearing direction.

There have been some mentors who view the interns almost as personal servants making them run errands and do menial tasks not really aligned with the internship. This situation needs to be reported to the university supervisor as soon as possible.  Equally ineffective is the mentor who views the internship simply as time off. The intern does not receive the necessary feedback necessary to process the many situations they encounter. Consequently the intern struggles and makes decisions that can actually create additional problems.

How does an intern deal effectively with these challenges? That is not an easy answer. Ideally, interns are not placed in these situations; however, we all know ours is not a perfect world. One suggestion would be to schedule a meeting as soon as possible with the mentor. Be prepared with questions that might provide some insight and if there appears to be a problem, contact your university immediately, maybe a change could be arranged. Sometimes true motives don't surface until well into the internship, that can create difficulty and put the intern in a tough spot.

The interns must always realize that the internship is a tremendous amount of work that requires vast amounts of time and energy and they are guests in a classroom; however, they also have many responsibilities in the learning of the skill and craft of teaching.  In most cases, the intern will create a strong relationship with the mentor. The personal skills learned and practiced during the student-teaching experience will be invaluable as the intern moves into his/her own classroom.

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

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



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"May This Encourage You, Always"
Author: Unknown

Themes on Life

If you're an eagle, do you hang around with other eagles?

Don't spend major time with minor people.

If there are people in your life who continually disappoint you, break promises, stomp on your dreams, are too judgmental, have different values and don't have your back during difficult times...that is not friendship.

To have a friend, be a friend.

Sometimes in life as you grow, your friends will either grow or go. Surround yourself with people who reflect values, goals, interests, and lifestyles.

When I think of any of my successes, I am thankful to God from whom all blessings flow, and to my family and friends who enrich my life.

Over the years my phone book has changed because I changed, for the better.
At first, you think you're going to be alone, but after awhile, new people show up in your life that make it so much sweeter and easier to endure.

Remember what your elders used to say,

"Birds of a feather flock together.
If you're an eagle, don't hang around chickens:
Chickens can't fly!"


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

Corporal Punishment (part 2)

Addressing Different Learning Styles
 (With American Sign Language)

Tech Corner: 
What Are These 21st Century Skills?

New Teacher's Niche:
Preparing For Your Student Teaching Experience (part 3)

Themes on Life:  
"May This Encourage You Always"

School Features: Autism (part 2)

10 Days of Writing Prompts

10 Days of Math Problems

Spring Book Sale for Teachers

Book of the Month Club:
Developing Minds: A Resource Book For Teaching Thinking


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~Benjamin Franklin

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10 Days Of


Why is it important to stay in shape?


How can you keep yourself in good shape during the school year? 


What is a job that requires you to be in good shape?


How can you keep in good shape over the summer?


What are two things you learned in your science class that relate back to math class? 


Why is it important to make a good decision to stay in shape?


What are 10 ways you can encourage others to stay in good shape?


Describe a time someone wasn't in very good shape.  Tell what happened and how it all turned out.


Why does being in good shape make a good first impression?


What is something you learned in your social studies class this week that relates to your science class?.


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Be sure to check out our

Developing Minds:
A Resource Book for Teaching Thinking

 by Arthur L. Costa



Coming Soon:

Preparing For the Upcoming Year

Technology & Teaching: Seamless Integration into Curriculum

Writing Process and Programs

Classroom Management


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10 Days of 
Math Problems
by Mary Ann Graziani

Day 1

1.    A spinner is divided into 16 sections.  3 sections are red, 6 are blue, 5 are purple, and 2 are orange. If you spin the spinner once, what is the probability that you will land on blue?

Day 2

1.    If 750 quarts of water will run from the sink every 50 seconds.  How long will it take for 660 quarts to run?

Day 3 Mount Everest is about 29,000 feet high.  Mount Kilimanjaro is about 19,000 feet high.  How much taller is Mount Everest?
Day 4

4.    You traveled 117 miles in 2.25 hours to come home from vacation. What is the average speed that you are traveling?

Day 5

You have 15 yards of ribbon for gift boxes.  Each box gets the same amount of ribbon.  How much ribbon will each of your 20 gift boxes get?

Day 6

If you save $2 in January, $4 in February, $8 in March, $16 in April, and follow the same savings pattern through December, how much money will you have in 12 months?

Day 7

If you have ½ a pizza leftover from yesterday and you eat 1/3 of it today, what fraction of the original pizza will you have left?

Day 8

Guess the other number if I have 12 and another number.  12 and other number have a greatest common factor of 6 and their least common multiple is 36.

Day 9

Nancy has 50 marbles.  20% of the marbles are yellow.  How many marbles are yellow?

Day 10

Tom had a platter of cookies. He ate 5 of them and gave 3 to his brother.  He then gave cookies to 8 friends.  Kurt took 1 cookie, Mathew took 3 cookies, Nancy took 5.  When the last friend took theirs, the platter was empty.  How many cookies did Tom start with?

Be sure to visit Mary Ann Graziani's website to pick up a copy of any of her THREE books for sale




Spring Specials!
Books for Sale!

(Affiliated with Amazon.com)




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