FEATURES  FOR   TEACHERS

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Ideas and Features For New Teachers 
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Volume 5, Issue 22

November 2009

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

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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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

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Our Newsletter is now posting a opening for an administrator interested in sharing 21st century leadership skills and ideas in schools.  

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

  Feature Writer

Expected Speaking Behaviors
By Frank Holes, Jr.
Educational Consultant

This year we have an over-boisterous group of students in our 8th grade. They've unfortunately fallen into some bad habits concerning their speaking behaviors. Teachers in their past have been more than happy to see the group move on. But much has to be done about addressing the shortcomings. I have high expectations for my students. Thus with this particular group, I've had to spend a bit more time and energy in teaching proper speaking etiquette.

When this behavioral problem became apparent, I knew we had to address it right away. Immediately we began discussions about the expectations the 8th grade staff has for behaviors. Then I started adapting our writing topics to cover these. We brainstormed about positive behaviors and why they were necessary.

Asking the kids to be completely honest about themselves and their classmates in past years, I received many diverse thoughts. Some were even surprising. One student said she enjoyed butting into others' conversations. Another liked to be the loudest in class. But there were many, many more who were tired of their classmates poor behaviors. Many students felt picked on or embarrassed.  

In the course of the writings, we discovered most students knew what was expected of them and many felt the disruptions to class were annoying and even disrespectful.

I guided their thoughts and writings so they would understand that only they could control their speaking behaviors. I used our freewrites' guiding questions to teach them what was acceptable.

As the topics advanced, students began to formulate the expected behaviors (below) and a contract was created. This was created by the kids (with a little behind-the-scenes guidance by me) so they took ownership in it. It became very important to them.

My job was then to post the new rules around the room and to enforce the contract they'd made. I used eye-catching, colorful PowerPoint slides and a large, easy to read font and put these right up front on the sides of my whiteboard.

The kids overwhelmingly chose the following five areas that cover most every speaking situation in class. We showed both the positive and the negative side of the rule.

Here are the rules the kids came up with. Each first states the positive behavior. Then each states the behaviors to avoid.

RULE #1: I will raise my hand to ask a question or give a response in class.

Blurting out is never acceptable.
RULE #2: I will speak at appropriate times without butting in.

Others' conversations are not my business unless I'm invited to join in.
RULE #3: I will speak and laugh at appropriate times and volume levels.

Yelling is never acceptable.
RULE #4: I will be respectful of people and ideas when I speak.

Teasing, harassing, or making fun of someone is never acceptable.
RULE #5: I will keep my comments and questions appropriately relative to class.

Side conversations are unacceptable.

This new behavior plan, coupled with my management system of warm ups, wrap ups, and activity procedures has dramatically changed the atmosphere of my room and I've been able to keep my sanity (and my cool!).

Has this interrupted the curriculum in my class? Not really because I just used these topics and discussions as part of the writing and reading activities we do normally. The kids are working harder than they ever have before and they are learning about themselves too.

Now that the kids are controlling their behaviors, we can next attack the annoying noises students make- the pencil tapping, paper rustling, coins dropping on desks, the whole gamut. Obviously school behaviors are a major issue with this particular group of kids. But we will address them one at a time and make sure they truly learn how to behave themselves properly.

 

 

Behavioral Disorders in Children
Specifically to Attention Deficit Hyperactivity Disorder
(part 3)

By  Munir Moosa Sewani

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 three 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 50 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.

Causes of ADHD:

  ADHD is generally inherited, but it can also be caused by various problems including difficulties with pregnancy, birth, early childhood severe illness, and environmental toxins. ADHD tends to run in families. More than 20 genetic studies provide evidence that ADHD is an inherited disorder. At least 2 genes have been associated with the disorder. Most children with ADHD have a close relative who also has it. The National Institute of Mental Health reports that about one-third of fathers who suffered from ADHD during childhood have children with it. Children with affected parents are three times more likely than other children to develop the disorder, and identical twins are both likely to be affected. [10]

Genetic factors

According to a majority of medical research in the world ADHD is today generally regarded as a chronic disorder for which there are some effective treatments, but no true cure. Evidence suggests that hyperactivity has a strong heritable component, and in all probability ADHD is a heterogeneous disorder, meaning that several causes could create very similar symptom logy. Researchers believe that a large majority of ADHD arises from a combination of various genes, many of which affect dopamine transporters.

As the authors of a review of the question have noted,

"Although several genome-wide searches have identified chromosomal regions that are predicted to contain genes that contribute to ADHD susceptibility, to date no single gene with a major contribution to ADHD has been identified."[11]

Studies show that there is a familial transmission of the disorder which does not occur through adoptive relationships. Twin studies indicate that the disorder is highly heritable and that genetics contribute about three quarters of the total ADHD population. While the majority of ADHD is believed to be genetic in nature, roughly one-fifth of all ADHD cases are thought to be acquired after conception due to brain injury caused by either toxins or physical trauma pre-natally or post-natally.

Environmental factors

The estimated contribution of non-genetic factors to the contribution of all cases of ADHD is 20 percent.

The environmental factors implicated are common exposures and include alcohol, in utero tobacco smoke and lead exposure, believed to stress babies prenatally. Complications during pregnancy and birth—including premature birth—might also play a role. It has been observed that women who smoke while pregnant are more likely to have children with ADHD. This could be related to the fact that nicotine is known to cause hypoxia (lack of oxygen) in utero, but it could also be that ADHD women have more probabilities to smoke both in general and during pregnancy, being more likely to have children with ADHD due to genetic factors.

Another factor that may be correlated with ADHD is mobile phone usage. A study surveying over 13,000 children found use of mobile phone handsets by pregnant mothers raised the risk of hyperactivity, emotional problems, and conduct problems, much to the researchers' surprise.

Diet

Studies have found that malnutrition is also correlated with attention deficits. Diet seems to cause ADHD symptoms or make them worse. Many studies point to synthetic preservatives and artificial coloring agents aggravating ADD & ADHD symptoms in those affected.

Professor John Warner stated,

“Significant changes in children’s hyperactive behavior could be produced by the removal of artificial colorings and sodium benzoate from their diet.” and “you could halve the number of kids suffering the worst behavioral problems by cutting out additives”.

More recent studies have shown that approximately 60-70% of children with and without allergies improve when additives are removed from their diet, that up to almost 90% of them react when an appropriate amount of additive is used as a challenge in double blind tests, and that food additives may elicit hyperactive behavior and/or irritability in normal children as well.

A study from 2008 concludes that Omega-3/Omega-6 supplementation reduces ADHD symptoms for some, but for the majority it has little or no effect.

Head injuries

Head injuries can cause a person to present ADHD-like symptoms, possibly because of damage done to the patient's frontal lobes. Because these types of symptoms can be attributable to brain damage, one earlier designation for ADHD was "Minimal Brain Damage".

Social factors

There is no compelling evidence that social factors alone can create ADHD. Many researchers believe that attachments and relationships with caregivers and other features of a child's environment have profound effects on attentional and self-regulatory capacities. It is noteworthy that a study of foster children found that an inordinate number of them had symptoms closely resembling ADHD.

Furthermore, Complex Post Traumatic Stress Disorder can result in attention problems that can look like ADHD, as can Sensory Integration Disorders.

Other possible causes and risk factors of ADHD include the following:

  1. Brain structure
  1. Brain chemicals (i.e., neurotransmitters)
  1. Medical conditions
  1. Learning disabilities
  1. Mental health conditions (e.g., conduct disorder, oppositional defiant disorder)
  1. Tourette's syndrome

Alcohol and drug abuse (including nicotine) during pregnancy can cause poor motor and muscular development and sensory impairment; problems with learning, memory, attention, and problem solving; and problems with mental health and social interactions. [12]

Lead poisoning found in infants and children exposed to paint that contains lead has been implicated in ADHD. Specifically, it causes irritability, poor concentration, and distractedness.

Psychological Problems and Disorders

Following are the characteristics of a person having ADHD:

The characteristic features of ADHD—inattention, impulsivity, and motor hyperactivity—lead to impaired function in school, work, and social environments.

Family problems like abuse, neglect, separation, and divorce tend to exacerbate low self-esteem and symptoms in many children who suffer from ADHD.

Hyperactivity typically fades after childhood.

Symptoms of inattention include the following:

Children

  1. Avoids, dislikes, or is reluctant to engage in tasks that require sustained attention
  1. Disorganized (e.g., at school, at home)
  1. Easily distracted (e.g., by peripheral conversation, refrigerator noise)
  1. Forgetful in daily activities
  1. Loses things (e.g., toys, books, tools, assignments)
  1. Makes careless mistakes in schoolwork and activities
  1. Unable to complete tasks (e.g., schoolwork, chores)
  1. Unable to sustain an activity (e.g., playing, reading, listening, conversing)
  1. Inattention in girls is most often expressed as daydreaming, which may go unnoticed. A lack of self-sufficiency may result from problems with inattentiveness, which poses developmental problems for children and adolescents.

Adults 

  1. Disorganized
  1. Forgetful (e.g., missing appointments, deadlines)
  1. Loses things (e.g., keys, wallet)
  1. Unable to complete tasks (e.g., home repairs, work reports)
  1. Unable to cooperate with coworkers

Symptoms of impulsivity include the following:

Children

  1. Aggressive (e.g., rough handling of objects, accidental breakage, physical injuries)
  1. Blurts out responses (e.g., answers without being called on at school, interrupts)
  1. Generally impatient (e.g., unable to stand in line or wait turn)
  1. Intrudes on others (e.g., interupts conversations or games)

Girls are less likely to engage in or cause physical fights. Fear, depression, and mood swings are more common in girls with ADHD than in boys.

Adults

  1. Erratic temper, aggressiveness
  1. History of excessive job changing
  1. Impulsive purchasing, decision making
  1. Substance abuse

People who have problems with impulsivity have a greater tendency to injure themselves and/or others. They may not consider the consequences of their actions when, for example, grabbing hot pans, driving recklessly, or roughhousing (especially children).

Hyperactivity typically fades after childhood. Symptoms of hyperactivity in children include the following:

  1. Activity appears to be driven
  1. Unable to remain seated
  1. Runs and climbs excessively in inappropriate situations
  1. Restlessness in adolescents
  1. Talks excessively
  1. Fidgets
  1. Noise making, unable to play quietly

These symptoms tend to occur more frequently in busy or highly stimulating group settings, like classrooms, family gatherings, and parties. Typically, more stimuli and more activity cause greater distraction, hyperactivity, and shortened attention span. [13]

Part 4 of this article will focus on diagnosis and treatment of ADHD

 

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2. Paired Associate Learning
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  School Features

Grade Inflation (part 2)

Courtesy of K12Academics.com

Concerns Regarding Grade Inflation:

If grades are increasing, but standards have remained the same, then grade inflation should not be a cause for concern, but would be a positive development. Grade inflation would reflect an improvement in students' work. If, on the other hand, grades are rising because standards have been lowered, then grade inflation can be taken as a sign that the quality of students' work is either not improving or decreasing.

The noted problems with any possible lowering of academic standards associated with grade inflation include:

Grade inflation makes it more difficult to identify the truly exceptional students, as more students come to get the highest possible grade.

Grade inflation is not uniform between schools. This places students in more stringently graded schools and departments at an inequitable disadvantage.

Grade inflation is not uniform among disciplines. In the United States, it is commonly asserted that grade inflation is more pronounced in the humanities than in the mathematical sciences, leading students to avoid taking classes in the sciences which may prove to be beneficial to them.

Arguments against these points include:

It is not a school's job to sort students.

Higher grades at some schools reflect better performance.

Although grade inflation doesn't evenly distribute through departments, it is arguable, due to the subjective nature of grades, that interdepartmental grading practices were not even in the first place (e.g. how is one supposed to determine the English equivalent of an A's worth of work in Physics?)

Similarly, if one believes the purpose of a school is to better oneself and gain an understanding of the subjects, then one might not care too much if people are getting better grades than before regardless of the cause. Indeed, it could be construed as a positive development since it might lessen the effects that some say grades have.

For schools that do not modify their letter grade against grade-point reference regarding AP classes often inflate grades by means of an "AP curve" (the formula for which is y = 10\sqrt{x}), where x is the true grade and y is the curved result. The effect of this curve increases for lower grades: a grade of 100 is unchanged, whilst a failing grade of 36 is padded by an additional 24 points, thus making it a close pass in most jurisdictions. The AP curve is generally considered a fair retribution for the added difficulty of AP classes.

Furthermore, those who use grades in determining life outcomes for a student must act as if grade inflation has not occurred, taking the grades at their old, pre-inflated values - otherwise they could simply adjust and grade inflation would not be a serious issue. This could happen either due to neglect, or due to constraints of the grading system itself. For example, if the grading system stipulates an absolute maximum grade, then the problem of picking out the "cream of the crop", discussed below, naturally comes into play.

Part 3 will discuss the occurrence and frequency of grade inflation & possible solutions

 

 

Article courtesy of K12Academics.com

K12Academics.com

 

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MythMichigan Books
Novels by Frank Holes, Jr.

Now Available!  3rd Book in the Dogman Series:

Nagual: Dawn Of The Dogmen

Michigan ’s legendary Dogman returns in Nagual: Dawn of the Dogmen by Frank Holes, Jr.  The third book in the series is a masterful blend of fantasy and folklore, delving into the pre-dawn history of the mysterious creature and then rushing forward to the present day.  The supernatural beast is seen from two fronts.  The first encounter, part of a 1700s French fur-trader’s dream, chronicles the cultural clash between the indigenous, prehistoric civilizations and the Nagual, the half-man, half-canine skin-walkers, a clash where only one side can survive.  We then return to the modern day as the Dogman rampages across the fields and forests, the farms and camps of Grand Traverse and Benzie Counties in northern Michigan .  The supernatural beast is hunting for the remnants of its stolen, ancient treasure that will give it immortality and unlimited power.  Can two young camp counselors put an end to the chaos without losing their lives?

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.   

http://www.dogman07.com

The Longquist Adventures, written for elementary students, is excellent for teaching mythology and classic stories to young children.  

Look for Western Odyssey this summer!

Teachers:
We now have special offers on Classroom Sets of our Novel.  Click here for more information:

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

Running Project Centers Effectively

Project centers or stations can be a great way to have your students working independently (or as a team) on a number of assignments.  These centers have been used successfully by elementary teachers, gym teachers, and coaches for many years. And this technique can be utilized by middle school teachers too. In fact, writer's workshops and science labs are really not too far from this style of teaching.  Basically you divide up your students into several groups, and each group of students moves from one project area to the next, doing work at each station.

Some teachers have specific centers or stations they use each week during the year. They have certain skills they want their students to practice through the year. Some stations may change or be adjusted as the year goes on. Other teachers use groups as needed in particular units or for extra practice. These are geared toward specific objectives in a unit or they may be determined by testing and assessment of students progress (or lack of progress).

Dividing up the students will be determined in large part by the resources you have to work with and the types of assignments you want the kids to do. For example, in my class I want my students using technology in real-life applications. Thus, we need every computer put to use every hour. Now, we're quite lucky to have a bank of eMacs updated with new software right in our room. Because of this, we have students working on projects like PowerPoints, web pages, newsletters, and the like. Each week the students have a large project similar to these to work on. Sometimes these are individual activities, and other times the group of students must work together.  This is one example of the resources in your room dictating the group size; there are five computers, so I can have groups of five students.

There are a number of ways to designate your groups. You might have preformed groups, either choosing them yourself or allowing students to have input. One teacher at our school has the kids write down one student they work well with and one student they cannot work with at all. She then uses this to form groups. Another teacher uses his knowledge of the students' leadership skills and academic performance to form groups. In my room, students are already at tables, and each table is labeled with a different symbol (star, heart, square, triangle, & circle). This makes it easy for me to just write the symbol on the board next to each group, and I can rewrite them each day. One teacher in our elementary has a permanent chart on his wall and uses velcro (you could use magnets if you have a white board) to affix small signs to designate each group. Then changing groups each day is quick and easy.

You have to be ready for and expect a certain noise level when your students are in groups or project centers. But as always, there is 'productive' noise and then there is 'off-task' talking. Keep yourself free to move about the room, monitoring students and checking their progress.

Monitor the groups carefully and keep the kids on task, especially the first few times you try centers. Once your students understand your expectations, you'll be freed up more to help individually. I like to include normal classroom activities and assignments as part of the centers. After we've practiced this skill or activity and the students know how to do it, they are more likely to successfully accomplish a similar task in group.

This is one great advantage of the groups - you can move from group to group working with kids. Each project center has an activity for the kids so they are on task. And since these are much smaller groups of students, you can work closely with them, discussing and answering questions. And you can check for understanding faster, easier, and more thoroughly.

Choose meaningful activities at each station. In our English class, students need at least one reading and one writing activity each week. These may take various forms, and I try to mix it up a bit.  Then I also try to make use of the technology with computer projects.  Each activity has meaning and many provide good practice on skills.

After a few rotations, the students get the hang of it. I'll give them a two-minute warning, and we put a 30 second timer on the switch between groups. This keeps them hopping and eliminates the down time. They do get much faster the more you practice.

My students have responded favorably to the groups. They enjoy switching gears once or twice each class period. This fits with their attention spans too. I like it too, because the kids are split up around the room and they're on task. And I'm able to interact more closely with the students. It frees me up to walk around and work individually or conference with a student if I wish. I'm not sure this is the only way to teach effectively, but it is an excellent teaching tool to keep in your toolbox.




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"No Santa?!" 

Author Unknown

Themes on Life

Are you on Santa's team?...

I remember tearing across town on my bike to visit my Grandma on the day my big sister dropped the bomb: "There is no Santa Claus," she jeered. "Even dummies know that!"

My Grandma was not the gushy kind, never had been. I fled to her that day because I knew she would be straight with me. I knew Grandma always told the truth, and I knew that the truth always went down a whole lot easier when swallowed with one of her world-famous cinnamon buns. Grandma was home, and the buns were still warm. Between bites, I told her everything.

She was ready for me. "No Santa Claus!" she snorted. "Ridiculous! Don't believe it. That rumor has been going around for years, and it makes me mad, plain mad. Now, put on your coat, and let's go" "Go? Go where, Grandma?" I asked.

"Where" turned out to be Kerby's General Store, the one store in town that had a little bit of just about everything. As we walked through it doors, Grandma handed me ten dollars. That was a bundle in those days "Take this money and buy something for someone who needs it. I'll wait for you in the car." Then she turned and walked out of Kerby's.

I was only eight years old. I'd often gone shopping with my mother, but never had I shopped for anything all by myself. The store seemed big and crowded, full of people scrambling to finish their Christmas shopping. For a few moments I just stood there, wondering what to buy, and who on earth to buy it for. Suddenly I thought of Bobbie Decker. He sat right behind me in Mrs. Pollock's grade-two class. Bobbie Decker didn't have a coat. I knew that because he never went out for recess during the winter. I fingered the ten-dollar bill with growing excitement. I would buy Bobbie Decker a coat. I settled on a red corduroy one that had a hood to it. It looked real warm, and he would like that.

That evening, Grandma helped me wrap the coat in Christmas paper and ribbons, and write, "To Bobbie, From Santa Claus" on it - Grandma said that Santa always insisted on secrecy. Then she drove me over to Bobbie Decker's house, explaining as we went that I was now and forever officially one of Santa's helpers. Grandma parked down the street from Bobbie's house, and she and I crept noiselessly and hid in the bushes by his front walk. Then Grandma gave me a nudge. "All right, Santa Claus," she whispered, "get going." I took a deep breath, dashed for his front door, threw the present down on his step, pounded his doorbell and flew back to the safety of the bushes and Grandma. From there we watched Bobbie come to the door and pick up his present from "Santa."

Forty years haven't dimmed the thrill of those moments spent shivering, beside my grandma, in Bobbie Decker's bushes. That night, I realized that those awful rumors about Santa Claus were just what Grandma said they were: ridiculous. Santa was alive and well, and we were on his team."

Merry Christmas everyone.....The spirit is in you......Remember that!

 

 


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

Behavioral Disorders in Children (part 3)

Expected Speaking Behaviors

School Features: 
Grade Inflation  (part 2)

New Teacher's Niche:
Running Project Centers Effectively

Themes on Life:  
"No Santa?!"

10 Days of Writing Prompts

10 Days of Math Problems

Autumn Book Sale for Teachers

Book of the Month Club:
Crazy Like A Fox: One Principal's Triumph in the Inner City


 

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10 Days Of
Writing 
Prompts 

Day
1

Why is it important to listen carefully when someone is speaking?

Day
2

Describe FIVE ways you can be respectful to guest speakers. 

Day
3

What are the THREE most common bad behaviors people make when others are speaking?  

Day
4

Describe ways you can fix those bad behaviors.

Day
5

How can you use something we learned in class this week in another subject area? 

Day
6

What are Tall Tales?

Day
7

Describe a Tall Tale you've heard once.  What makes it a Tall Tale?

Day
8

Why are Tall Tales examples of Folklore?

Day
9

Describe THREE ways that Tall Tales are created.  How do these become larger-than-life?

Day
10

Prioritize a list of the 5 most important things we've learend in class this week.   

 

10 days of writing prompts

 

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10 Days of 
Math Problems
by Mary Ann Graziani

Day 1

How many different cubes can you make if each face of a given cube has a line connecting the center points of two opposite edges?

Day 2 If every vertex of a regular pentagon is connected to every other vertex, how many triangles are formed?
Day 3

1.      The weather during Pith Possum's vacation was strange. It rained on 15 different days, but it never rained for a whole day.

RaRainy mornings were followed by clear afternoons.

RaRainy afternoons were preceeded by clear mornings.

ThThere were 12 clear mornings and 13 clear afternoons in all. How long was the vacation?

Day 4

If you begin with a one digit integer, multiply by 3, add 8, divide by 2 and subtract 6, you will get the integer back?

Find the number.

Day 5

1.     This stairway is made of cubes. How many cubes would be needed to make the steps 9 steps high?

Day 6

1.     If Jane is older than Kim, Kim is older than Shawn. Shawn is younger than Jane and Rachel is older than Jane.  List the people in order from oldest to youngest.

Day 7

1.      There are 12 people in a room. 6 people are wearing socks and 4 people are wearing shoes, 3 people are wearing both. How many people are in bare feet?

Day 8

1.     One morning grasshopper fell down a hole 2 meters deep. He would climb 1/4 of a meter every day but at night he slid down 1/8 pf a meter. At this rate, how many days until the grasshopper gets out

Day 9 Kim, Raelene, Jim and Rick finished first, second, third and fourth in a motor bike race. If their numbers were 5, 17, 1 and 7, use the following clues to find out who had what number and what order they finished in.
  • 17 said she would have placed higher if her bike had not stalled at the start.
  • Rick finished before 7 but after Raelene.
  • 1's father, said he was very proud of his daughter's finish.
  • Kim finished after 5.
  • Jim wasn't third
Day 10

1.      Place the digits 9,4, 7, 6, 5, 1, in the boxes in order to get the largest result.

[ ][ ] x [ ][ ] 

+ [ ] x [ ] = ?

 

 

 

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