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Ideas and Features For New Teachers 
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Volume 5, Issue 20

October 2009

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

Our Back-To-Back-To-Back, Back-To-School Issues
Packed with excellent articles on getting yourself and your students back into school mode!

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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!

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  Feature Writer

Evaluation of Reading Activities (Pre, While and Post) for Upper Primary Classes IV, V and VI highlighting the use of those activities by the teachers in the classroom (part 4)
By Rozina Jumani
Educational Consultant

This is the fourth in a multi-part series displaying Rozina Jumnai's research findings. 


Based on the empirical data sought from teachers and students, it was revealed that:

The sample English textbooks, Advance with English did not have variety of activities to evaluate, it consumed a lot of time of teachers to relate with activities.

Thus, it is recommended that:

It is very essential that a group of language teachers review the textbooks every year, as each year students’ clientele carry different needs, they contain creativity which may not be similar with the previous groups, thus regular enrichment and adaptation is necessary. 

Language teachers are required to be researchers; they need to visit the library or internet to seek the updates in language teaching, through this they will be able to bring improvement in their teaching approaches.


Berhardt, E.B (1991). Reading Development in a second Language: Theoretical, Empirical and classroom perspectives. Norwood , N.J. Albex Publishing

Carrell, P.L. (1988). Interactive text procession: Implications for ESL / Second language reading classroom. Cambridge : Cambridge University press.

Collie, J. and Slater, S. (1987). Literature in the Language Classroom.  

Cambridge : Cambridge University Press.

Cresswell, W.J. (1994).  Research design: Qualitative and Quantitative approaches.   London : SAGE Publications

Dole, J.A (2000) Understanding Textbooks better: Comprehension Strategies that help students get more from their textbooks. A journal of Reading , Writing and Critical Reflection, Inaugural issue (2000), pp. 19 – 22

Eskey, D.E. (2002) Reading and the teaching of L2 Reading .  TESOL Journal, Vol. 11, No 1 spring 2002.

Gough, P., Hoover, W. and Peterson, C. 1996) some observation on the simple view of Reading in C. Cornoldi and J. Oakhill (Eds), Reading comprehension difficulties  

(pp – 1 – 13). Mahwah , NJ : Lawrence Erlbaum.

Grabe, w. and Stroller, F.L (2002). Teaching and Researching Reading : Longman: Pearson Education 2002.

Grant, N. (1987). Making the Most of Your textbook.  Longman.

Grellet, F. (1983).  Developing Reading Skills.   Cambridge : Cambridge University Press.

Little, D., S. Devitt and D. Singleton (1988). Authentic Texts in Foreign Language Teaching: Theory and practice.   Dublin : Authentik.

Maykut, P. and Morehouse, R. (1994) Beginning qualitative: A philosophy and practical Guide. Sussex : Flamer press

Miles, M.B. and Huberman, A.M. (1994). An expanded source book: Qualitative data analysis.  Thousands Oaks: SAGE Publications, Inc.

Nuttal, C. (1982). Teaching Reading Skills in a Foreign Language.  Heinemann.

Ornstein, A.C. (1990) Strategies for Effective Teaching. New York : Harper and Row, Publishers, Inc.

Philips , D.C. (1990). Subjectivity and Objectivity: AN objective inquiry. In Eisner, E.W. and Peshkin, A. (Eds), Qualitative inquiry in education: The continuing debate (pp.19 – 35). New York : Teacher College Press.

Richards, J.C. (1997). From the Reader to Reading Teacher: Issues and strategies for second language classrooms.   Cambridge University Press.

Schofield, J.W (1990). Increasing the generalizability of qualitative research. In E.W Eisner and A. and A. Peshkin (Eds) Qualitative inquiry in education: The continuing debate (pp. 201 – 231). New York : Teacher College Press.

Shelis, J. (1998).  Communication in the modern Language Classroom.   Strasbourg .



Behavioral Disorders in Children
Specifically to Attention Deficit Hyperactivity Disorder
(part 1)

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 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 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.


Behavior Disorders are conditions that are more than just disruptive behavior. They are related to mental health problems that lead to disruptive behavior, emotional and social problems.  Any of various forms of behavior that are considered inappropriate by members of the social group to which an individual belongs are also termed as behavior disorder.  

Studying Human Behavior is a typical task. All humans behave according to the situation. There is no perfect stuck behavior in any individual which can help us to calculate the perfect behavior pattern in everyone. It varies from time to time, place to place, and based on situations. Some persons are good in one environment, while they behave differently in other places.

From a youngster to an old person, anyone can have a behavior disorder. Early diagnosis and the right medical and psychological treatment can help a person to overcome it.

In my research, I have tried my level best to evaluate three major behavior problems, their symptoms, and remedial measures. ADD- Attention Deficit Disorder is one of the examples of behavior disorder shared in my research, which is commonly found in a school-going children. True life examples are also integrated in my research. In short, this research is an initial step to understanding different behavior problems.

Before learning about Behavior Disorder, we must understand what behavior is.


We all have different behaviors in different situations. Human behavior is unpredictable. The way we move, talk, express our ideas, our gestures, and our way of communication, thus, all the aspects of our personality, can be linked with behavior. The manner of conducting oneself; anything that an organism does involving action and response to stimulation; the response of an individual is called behavior. In short, the way an animal or human behaves or acts is also termed as behavior. 

According to Wikipedia:
“Behavior refers to the actions or reactions of an object or organism, usually in relation to the environment. Behavior can be conscious or unconscious, overt or covert, and voluntary or involuntary.”

According to the famous writer William G. Van, 2001:
“A person's way of doing things; pattern of actions; the way a child acts, reacts, or relates to others, both positively and negatively is called behavior.”

Behavior Disorder

Behavior disorder can be found in any person of any age. We can’t say that behavior disorder is only present in a housewife or a businessman; in children or a teenager, etc. In society, you may find many people having behavior disorder, or you might observe it in the future ahead. Behavior disorder could be genetically transferred, or it could be generated due to some shock or any other incident that occurs in life.

According to psychologists: 
“Behavioral disorders: Disorders affecting behavior and emotional wellbeing." [2]

Behavior disorder means abnormality in the way of acting or behaving of a person. Behavior disorders include mental health problems with a focus on behaviors that both identify emotional problems and create interpersonal and social problems for children and adolescents in the course of their development. [3]

Warning Signs

The general signs which can indicate any sort of behavior problem in any human are:

  • Harming or threatening themselves, other people, or pets

  • Damaging or destroying property

  • Lying or stealing 

  • Not doing well in school, skipping school 

  • Early smoking, drinking, or drug use 

  • Early sexual activity

  • Frequent tantrums and arguments

  • Consistent hostility towards authority figures 

If you see signs of a problem, ask for help. 

Causes of Behavioral Disorder

The causes of all sorts of behavior disorders are unknown. However, the common causes for a behavior disorder may be one of these:

Organic disorders

Various organic disorders, such as alcohol withdrawal syndrome, cocaine or amphetamine intoxication, cerebral hypoxia, and nutritional disorders, can produce psychotic behavior. Endocrine disorders, such as adrenal dysfunction, and severe infections, such as encephalitis, can also cause psychotic behavior. Neurologic causes include Alzheimer’s disease and other dementias.

Psychiatric disorders

Psychotic behavior usually occurs with bipolar disorder, personality disorder, schizophrenia, and some pervasive developmental disorders.


Certain drugs can cause psychotic behavior. However, almost any drug can provoke psychotic behavior as a rare, severe, adverse, or idiosyncratic reaction.


Postoperative delirium and depression may produce psychotic behavior.

Bitter life experiences

It is my personal observation that behavior disorder may occur in any individual who passed through any mental stress. Bitter life experiences sometimes make a person disturbed, and thus, an individual behaves with a lot of changes in attitude and behavior.

In this research, we will particularly focus on the behavior disorders in children. All kids misbehave sometimes, but behavior disorders go beyond mischief and rebellion. With behavior disorders, your child or teen has a pattern of hostile, aggressive, or disruptive behaviors for more than 6 months. Students who are referred to as having "conduct disorders" and students who are referred to as having "emotional disabilities," "behavioral disorders," "serious emotional disturbances," or "emotional and behavioral disorders" have two common elements that are instructionally relevant:

(1) They demonstrate behavior that is noticeably different from that expected in school or the community;

(2) They are in need of remediation. [4]

In each instance, the student is exhibiting some form of behavior that is judged to be different from that which is expected in the society. The best way to approach a child with a "conduct disorder" and a child with a "behavioral disorder" is to operationally define exactly what it is that each child does that is discrepant with the expected standard. Once it has been expressed in terms of behaviors that can be directly observed, the task of remediation becomes clearer. A child’s verbally abusive behavior can be addressed, whereas it is difficult to directly identify or remediate a child's "conduct disorder," since that term may refer to a variety of behaviors of widely different magnitudes. The most effective and efficient approach is to pinpoint the specific behavioral problem and apply data-based instruction to remediate it.

Part 2 of this article will focus on ADHD and its symptoms


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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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  School Features

School Choice (part 3)

Courtesy of K12Academics.com

Home Education (Home Schooling)

When a child is educated at home, or is having his education instructed or directed primarily by a parent, then this is usually referred to as Home Education or Home Schooling. Home Education has obviously been around for a very long time, but in the last 20 years the number of children being educated at home has grown tremendously. The laws relevant to Home Education differ throughout the country. In some states the parent simply needs to notify the state that the child will be educated at home. In other states the parents are not free to educate at home unless at least one parent is a certified teacher and yearly progress reports are reviewed by the state. According to the Federal Government, about 1.1 million children were Home Educated in 2003.

Support for School Choice

The proponents of this idea argue that if parents were given a choice about where public funding should go, they would pick the better schools and the under-performing schools would have to improve or lose their funding. The main premise of school choice proponents’ arguments is that the student, not the school should be the focus of reform. Some school choice proponents hold that if a school is failing the student, it should be replaced, not the other way around.

Another argument is based on cost-effectiveness. The Cato Institute cites public statistics for the U.S. costs and quality of education that show privately-run education usually costs between one quarter and one half of publicly-run education while giving superior outcomes. A voucher or tax credit of about $5,000 would fully cover tuition for 79% of private schools. However, according to the Census Bureau, New Jersey schools spend the most per student at almost US$13,000 per enrollee each year, with $8,287 being the national average. Some school choice advocates point to Arizona and Washington states as good examples of how private education costs less for a better product. Proponents also often point to the fact that public schools have more money per student than the vast majority of private schools and yet still consistently fail to teach basic reading and math skills, despite a large funding advantage when compared to private schools, spending hovering around $10,000 per student and yearly funding increases.

In areas with these expenditures, many publicly-run schools are unaccredited, while privately-run schools are fully accredited in order to retain students and avoid regulatory difficulties. In many large publicly-run school districts, administrators do not publicize accreditation for this reason.

Others argue that since children from impoverished families almost exclusively attend public schools, a voucher system would allow these students to opt out of bad schools and acquire a better education, thereby granting the decision-making power to students and their parents, not school administrators. Supporters say this would level the playing field allowing the poor to have similar opportunities to attend good schools as the middle classes instead of the current two-tiered system which educates the white middle classes, but not minorities in the lower classes.

Due to the expanded market and subsequent demand for privately-run schooling, school choice proponents argue that a myriad of schools of varying selectivity and philosophies would arise to meet this demand, providing greater choice than the publicly-run school system. The choice of schools would be analogous to the choice of food products in a supermarket, only limited by physical constraints and not government budgets. Supporters also argue that having a greater number of schools from which students can choose would reduce overcrowding and allow students to attend schools that best meet their learning styles and needs.

Furthermore, the decentralization or localization of power endemic to privately-run schooling would facilitate greater parent teacher interaction, as the teachers would be accountable to parents, not to a distant city or state board. A close-knit community of students, parents, and faculty unified by a common ideal would promote involvement among the relevant parties. Effectively, proponents of school choice argue, vouchers would confer the benefits of privately-run schooling on a wide swath of the population while lessening, or even negating the cost.

Many supporters often say that the need is urgent and that we should not wait for the public schools to continue attempting to fix the problem as we sacrifice another generation of minority and poor students. They often point out that the current system has brought us the current failure and claim that new methods are needed to fix it.




Article courtesy of 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.   


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

Look for Western Odyssey this summer!

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

Daily Points in Class

Starting your class on the right foot each day is very important to both you and the students. There are certain expectations you will have, be they required materials (texts, folders, gym clothes), basic supplies (pencils/paper), or behaviors (on time, in seats, working on opening activities). You are going to want these expectations met every day.

We designed a simple set of 5 rules to start out every class. These are easy to remember and easy to keep track of. Several of our teachers use a variation of the 5 rules to start their classes, and you may feel free to adapt these to your class. These are the rules I use in English class:

Rule 1: Students must be in their seats when class begins. In some schools, classes begin (and are dismissed) by a bell. Some classes begin at a specific time. Still other classes are started by a particular signal from the teacher.

Rule 2: Students must have a writing instrument. Again, different teachers have different expectations, be it pencil or pen or whatever.  For me, it doesn't matter as long as it s dark enough to read. I only balk at silver, gold, white, or any other light or fluorescent color (hot pink or yellow for example).

Rule 3: Students must have their folder out on their desk. Each of our classes requires students to keep important papers, notes, and other course artifacts. Some teachers allow students to keep these, and others provide a location in the room for folders.

Rule 4: Students must have all required materials for class that day.  To reduce the number of times students ask me about what they need for the day's class, I will either write the materials list on the board or put it on the class announcements on our TV (watch for the article on creating a class cable TV network our upcoming March issue).

Rule 5: Students must be working on the class warm up activity. In English class, students write out Daily Oral Language (DOL) sentences, practicing proofreading skills. On the edge of each day's entry are the numbers 1 through 5, making it easy to grade. All you have to do is circle the appropriate number.

Again, we give each student a daily grade of points (1-5). Some teachers have only four rules and one rule is worth 2 points. You can change up and set your own rules and create an easy to grade set of points to fit your own classroom.

After a few weeks of practice, the checking of daily points becomes a student job. One student from each group (the RECORDER) gets the weekly responsibility to check the students' daily points and circle the proper number. The teacher is freed up for other activities, and you only need to spot check through the room. This way I can record the daily points only once every two weeks and they are already tallied up for me.

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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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"The Little Things" 

Author Unknown

Themes on Life

Even the 'Little Things' in life have a purpose...

As you might know, the head of a company survived 9/11 because his son started kindergarten. 

Another fellow was alive because it was his turn to bring donuts. 

One woman was late because her alarm clock didn't go off in time. 

One was late because of being stuck on the NJ Turnpike
because of an auto accident. 

One of them missed his bus. 

One spilled food on her clothes and had to take time to change.

One's car wouldn't start. 

One went back to answer the telephone . 

One had a child that dawdled and didn't get ready as soon as he should have. 

One couldn't get a taxi. 

The one that struck me was the man who put on a new pair of shoes that morning, took the various means to get to work but before he got there, he developed a blister on his foot. He stopped at a drugstore to buy a Band-Aid. That is why he is alive today. 

Now when I am stuck in traffic, miss an elevator, turn back to answer a ringing telephone ... all the little things that annoy me. I think to myself, this is exactly where God wants me to be at this very moment.. 

Next time your morning seems to be going wrong, the children are slow getting dressed, you can't seem to find the car keys, you hit every traffic light, don't get mad or frustrated; God is at work watching over you. 

May God continue to bless you with all those annoying little things and may you remember their possible purpose.


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

Behavioral Disorders in Children (part 1)

Evaluation of Reading Activity Research 
(part 4)

School Features: 
School Choice (part 3)

New Teacher's Niche:
Daily Points in Class

Themes on Life:  
"The Little Things"

10 Days of Writing Prompts

10 Days of Math Problems

Back-To-School Book Sale for Teachers

Book of the Month Club:
Why Don't Students Like School?


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10 Days Of


What is spooky about the autumn/fall season?


Describe THREE ways in which fall or autumn is spooky. 


List 10 books or movies that are inspired by the fall/autumn season.  


Why do people like spooky things?


List 5 important skills you've learned so far in school. 


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What is the last scary movie or book you've read?  Why was it scary?


What makes Halloween scary?


Describe FIVE jobs that involve scary activities.  Why is each scary?


What is one skill you've learned in school this year that you can use in real life?   


10 days of writing prompts


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Why Don't Students Like School?
A Cognitive Scientist Answers Questions About How the Mind Works and What It Means for the Classroom

By Daniel T. Willingham



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

Mandy had $155 in her purse. 
She spent 75% of her money at the shoe store. 
She then spent 10% of the remainder at the Halloween Store. 
How much money did Mandy have left?

Day 2 Bob is paying the bill at dinner.  It comes to $24.75.  He wants to leave a 15% tip.  How much should he pay the waitress?
Day 3

Peter bought a TV at a discount of 40%.
He saved $100.
What was the sale price of the TV?

Day 4

Jeri is thinking of a mystery number.
If she divides it by 9 and then subtracts 7 from it, the result is 1.
What is Jeri's mystery number?

Day 5

1.     Tim's garden is divided into 3 sections.
There are three times as many pepper plants as cucumber plants.
There are twice as many tomato plants as pepper plants.
If there are 8 cucumber plants, how many tomato plants are there?

Day 6

1.     A bear takes 3 hours to travel 12 miles.
How long will it take the bear to travel 20 miles?

Day 7

1.      Bridget borrowed 14 books from the library.
She returned 8 books and borrowed 4 more.
How many books did Bridget have then?

Day 8

1.      16 children are in the school play.
7 are playing bumble bees and 4 are playing flowers.
The rest are playing trees.
How many children are playing trees?

Day 9 If our class makes 18 posters, we will get a pizza party.
Catherine made 4 posters.
Matthew made 6 posters.
How many more posters does the class need to make?
Day 10

Jack has 6 balloons.
Sharon has 5 balloons.
Travis has 4 balloons.
How many balloons do they have in all?




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