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Starting Point With Technology
by Chris Sura
Chris Sura, upon earning his Bachelor’s at Western Michigan University worked for
Central Michigan University in Housing before teaching at River Valley High School. When
he moved to Houghton Lake where he currently teaches, Chris completed his Masters
in Education at Central Michigan University. A member of the Crossroads Writing
Project through Ferris State University, he facilitates a conference on Professional Writing
every summer and does online instruction through Kirtland Community College. He is
married to Heidi, his wife of twenty years, and has two kids, Christopher and Grace. Chris
writes poetry and fiction and has self published a book of poems.
You can visit Chris at his
As technology is integrated more into the classroom, some of the basics to grammar
can be reinforced. Much of the learning can be done through any number of grammar and
punctuation drills, games and quizzes provided by software and websites. They are great
learning tools, but can, sometimes, pull the learning away from a student’s own writing. One
way to connect the basics of grammar with a student’s own writing and even add a little fun
is to use colored text and colored highlighting.
These two simple functions are a part of most word processing programs. Making
use of them will only take a few minutes of class time. Plus, they will add a new dimension
to the learning process.
The basic color spectrum for text has red, green, blue, yellow, orange and black. After
having a student write a paragraph on a topic, have the student make all the nouns green
and change all the verbs to red. This activity goes quickly, but it also slows the student
down enough to take a closer look at his/her writing. With the color-coding, a peer editor or
teacher can then instruct the student to check for subject-verb agreement, complete
sentence or punctuation in a compound sentence.
Once the work is checked over, it is as easy as ‘select all’ to put it into one color
I recall in Language Arts classes underlining a subject, double underlining the verb
and triple underlining the direct object. One can apply this with three colors on the
The possibilities with connecting students with grammar and punctuation can be as
numerous as the number of possible color combinations. It would be easy to adapt using
colors to check Content Focus Areas or use of supporting detail in a re-write exercise.
If you are in a position where students can submit their documents electronically,
and you can open them to comment, how about using colored highlights for errors.
Highlight compound sentence errors in yellow, fragments in green and minor grammar
errors in blue. With these color-coded errors, a document can be sent back to the student
for another self edit check. The student would be clued in that there is an error, but he/she
would have to apply his/her grammatical knowledge to fix it.
The key thing with using color is that it will keep the ownership of the work in the
students’ hands as it assist it the learning process. With continual use, the awkwardness of
selecting text and changing color will speed up. Yet, the act of using these functions, will
keep the student working with his/her own work.
Printing with color texts and highlights is expensive. Most schools have a limited
number of color printers, let alone the cost for toner and cartridges. However, as more
schools integrate technology into more assignments or online classes, the ability to turn in
work via email or attached files will be easier to accomplish. So let us go boldly, and with
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Collecting and Organizing
Hand is an
educator's resource for using some of the coolest technologies
Learning in Hand is
written by Tony Vincent. Tony taught fifth
grade in Omaha, Nebraska for six years, and three of those years
his students were pioneers in educational handheld computing.
Then, as technology specialist at Willowdale Elementary, Tony
brought the newest technologies into classrooms. Whether it was
digital video, blogs, email, podcasts, or handhelds, Tony helped
Willowdale teachers and students understand the usefulness of
new technologies. Currently, Tony is self-employed as an
education consultant. He conducts workshops, presents at
conferences, and writes books based on his teaching experiences
and passion for new technologies.
Always excited to
share, Tony has documented much of what he knows about handheld
computing and podcasting on his website, learninginhand.com.
There you'll find useful software collections, the best webs
links for handhelds, complete lesson plans, and an informative
Tony is a teacher who
wants to make education effective, relevant, and fun. He knows
handhelds are small computers that can make a big difference in
classrooms! He hopes Learning in Hand inspires and motivates
teachers to use technology that students crave.
Learning in Hand Podcast Episode #23: Collecting
& Organizing Voice Memos explains how to sync voice memos
from an iPod, iPod touch, or iPhone. Using Smart Playlists in iTunes,
see how students and teachers can sync and automatically organize
recordings. This process is essential in classrooms where teachers
collect reading fluency samples, student reflections, and podcast
watch on YouTube
or Vimeo, or
view in iTunes
all 6 minutes 12 seconds of Episode #23 for tips, how-tos, and ideas for
collecting and organizing voice memos.
Download the handouts mentioned in the episode:
This is the Learning in Hand Podcast. I'm Tony Vincent and this is
the show where I share tips, how-tos, and ideas for handhelds in
teaching and learning. Episode 23, “Collecting and Organizing Voice
Memos” recorded August 2010, happens now!
iPod, iPod touch, and iPhone have the the ability to record voice
memos. If your iPod doesn't have a built-in microphone, you can attach
one like the Blue
I covered lots of information and uses for voice recording in Episode
#14. There are many occasions where teachers want students to
record audio. Whether it's to assess reading fluency, share
reflections, record segments for a podcast, document a field trip,
record a musical performance, or archive a discussion or interview,
the teacher will most likely want to transfer the recording from the
device to computer for listening and sharing.
Voice Memos can be transferred to iTunes by syncing. When synced, a
Voice Memos playlist will appear if you don't already have one. All
recordings are placed in this folder. By default, recordings are named
by the date and time the recording started.
Once copied to iTunes, the recording is in two places: iTunes and
the handheld. If you delete a voice memo on the handheld, it isn't
deleted from the Voice Memos playlist in iTunes. But, if you delete a
voice memo from iTunes, it is deleted from iPod touch the next time
That Voice Memos playlist isn't well organized. All you is see the
date, time, and length of the recording. This is no good for the
teacher who is collecting reading fluency samples--or collecting any
kind of recordings. I'd like to show you how to use Smart Playlists in
iTunes to automatically sort Voice Memos into playlists for each
student. This makes it easy for teachers and students to find their
First, set up a Smart Playlist for each student:
- Choose New Smart Playlist from the File menu.
- Set the rule to Artist contains and the student?s name. Click
- Complete the steps above for each student.
- For each smart playlist, click View Options from the View menu.
Remove all checkmarks except Artist, Time, and Comments.
- When a voice memo is added and Artist is changed to the
student?s name, it will automatically appear in the student?s
So then here's how it works:
- A student records using the Voice Memos app on iPod touch. The
student should say his or her name at the beginning of the
- Connect to the computer. The recording should appear in iTunes?
Voice Memos playlist. You may have to click Yes if a dialog box
appears asking if you would like to copy voice memos to your
- Select the Voice Memos playlist.
- Click View Options from iTunes? View menu. Checkmark Artist and
Comments and click OK. Also select as List from the View menu.
(These actions only have to be done once).
- Play the recording and listen for the student?s name. Press
Pause and click the recording?s Artist. Change the Artist to the
student?s name. Be consistent about spelling and whether you use
last names or initials.
- Optionally, click under Comments to add any additional
information about the recording.
- You may delete the items in the Voice Memos playlist after you
have added Artist information. This way the Voice Memos playlist
shows only recordings that have not yet been tagged with a
You can place your smart playlists into a folder. Create a folder
by choosing New Playlist Folder from the File menu. Name the
folder. Then drag and drop each student?s playlist onto the
folder. This is really handy for computers that are shared among
Having sorted recordings is helpful for collecting portfolio
artifacts, grading, and easy access for students to incorporate into
There are of course variations to the process I've shown you. For
example, if only one student uses each iPod, you can name each iPod
the same as the student. When synced, the iPod's name is shown in the
Artist's field and will automatically sort without you having to
listen for a name.
Another way to collect and organize recording is to have student
email from their iOS handheld to Posterous. Watch episode #21 for more
info. At learninginahand.com/23 you'll find a handout with the steps
for using Posterous for collecting student-made recordings. You'll
also find a handout with the steps for setting up Smart Playlists like
I've shown in this episode.
That's it for Episode 23. For a transcript and much more about
iPods, iPads, and podcasting, click on over to learnininginhand.com.
Thanks for watching!
Order your own iPod Touch Today with the links below:
are six modules designed to test the basic ability of an
individual in terms of Memory & Concentration. Needless to
say this is the most important basic skill for not just to
survive but also to thrive in this competitive environment.
Each of the six modules tests the six variants of Memory &
Concentration in an individual, namely:
of these modules runs at three different levels, from easy to
At each level, the individual's performance is depicted as
A feedback has been built into the software for all these 18
levels depending on the marks one scores during the
Each individual can assess his/her performance any time by
clicking on "history", which gives complete details
of date and time of taking the tests, marks scored each time
and even time taken to do the test. This builds the confidence
level and encourages more participation to eventually
culminate in improvement and enhancement of memory and
Essentially, this software is a SELF AWARENESS tool that
surely motivates the individual to realize one's capability
and seek or be receptive for improvement. Also, if repeatedly
done over a period of time works as Training tool to enhance
software package is specifically designed to help young
children to learn basic skills that will help them in
school. Continued follow-up will give these young
learners success as they mature.
Three versions of the software exist:
Individual Software on either CD or Online, Family
Version Software, and an Institutional Software package.
StarTeaching wholeheartedly supports
and endorses this software. It will make a difference
with your child or student.
HERE to order your own copy today:
For The Things They Don't Teach You In College
Whether you as a teacher
realize it or not, you are the best model of behavior in your
classroom. A large part of your proactive behavior plans should
include your own behavior you demonstrate to the students every
You must set expectations for your
students, demonstrate the behaviors, and be vigilant to correct the
kids. Don't waver on your expectations; inconsistencies will only
confuse the students and cause you more problems.
If you stay calm, collected, and in
control, your students will exhibit the same behaviors. The same is true
about enthusiasm; if you are excited about your lesson and truly believe
in its importance, the kids will respond in kind. Conversely, the kids
will know when you are tired, bored, don't want to be there, or are
If you are late to class, or don't start
on time, the kids will pick up on it and be more likely to do the same.
The same is true about the way you dress, the way you act, the language
you use, and your 'body language'.
If you want your students working from
'coast to coast', or from bell to bell, you need to set the expectation
of activity all hour. Start with a warm up, and ensure the kids are
doing it. Keep them busy on activities with transitions between each.
Don't let there be any down time. Work them to the end of the period,
and have them pack up when you say so, not whenever they want to.
If you want your students to quietly read
in class, but you are spending that time working on other things, it
sends the message that you don't value the activity personally. Modeling
the skill for the kids reinforces your belief that it is important. It
show you as a lifelong learner who values the skills you're teaching
The same is true for writing. Students
rarely have the chance to see real people writing - for many, the only
examples (and role models) are their classmates. Work along with your
students. Now this doesn't mean you have to do this the entire time. You
must also supervise, coach, monitor, and actively support their
learning. But you can spend at least a few minutes 'at their level'.
Be a positive role model for your
students. Don't just explain and show the behavior; be the example day
in and day out.
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
Interested in FREE writing activities you can print out and use
immediately in your classroom? Simply click the following link to our
writing page: http://www.starteaching.com/writing.htm
/ 21st Century Teaching Corner
Computer Literacy Terms
By Mark Benn, Middle School
teaches math and ELA at Inland Lakes Upper Elementary School in Indian
River, MI. He completed his Masters of Science from Full Sail
University on June 4, 2010, and he
can be reached via email at email@example.com.
Match these words to their definition or
explanation located below:
This is the address you type into your internet browser. It is
called the Universal Resource Locator.
This is the ending of an address that tells what category the
address is located such as .com, .gov, .edu, .net, .org
A list of things on the internet.
A way of finding things on the internet.
A file that ends with .GIF, .JPG, or .PNG
A file that ends with .WAV, or MP3
A file that ends with .MOV, .QT, or .MPG
A file that ends with .HTML, or .HTM
A small program added to the browser to make multimedia programs
Free programs that help multimedia work. Examples would be
Quicktime, Adobe Acrobat, or HyperStudio
Something that causes problems on a computer.
Something that shows up on top of another page.
A program that protects a computer from attacks that come from
The way a Web site owner tracks who uses their web site. This
file identifies the particular computer.
A site where people can talk through typing on the internet. This
spot is open to anyone to join in.
This is a private chatroom where only people that are invited can
Learners, Learning, and Curriculum: The '5 E
By Rozina Jumani & Yasmeen
Learners, learning and Curriculum: Strategic approach to internalize the underpinnings of
the curriculum through 5 E Model Theoretical perspective of understanding various notion on Curriculum planning
Keeping in mind the milestones of physical and cognitive age of learners, it is important
to highlight how learners participate in learning within and outside
school. Whatever they come across, it adds into their learning and this scaffolding provided by teachers
will lead to meaningful learning as Vygotsky discussed in his thesis, “Zone of Proximal
Development”. Through ZPD, Vygotsky endorses that “The level of actual development
is indeed the level at which an individual can function independently, whereas the level
of potential development is the level at which the person can perform when working with
a teacher or a group of students”
It is also evident by
research and many reports that students do not participate in the class only when much stimulus is not available to retain their concentration for long
or classroom activities are not challenging. Thus they tend to revert their attention on
ill-doing activities or disturb the learning environment consciously or unconsciously
and it becomes worse when they begin to bunk the classes. Reflecting on the above
scenario, a reflective teacher must intend to revisit his or her teaching plan as according
to C.R.Christian & D.A Garvin, “To teach is to engage students in learning”. This issue
therefore leads us to another tangent of examining our current planning and teaching
strategies in schools, where the classroom environment is built, but what type of teaching
input is provided for students’ learning by teachers.
responsible teachers are responsible to engage their pupils in the learning
experience by providing “Minds-on” and/or “Hands-on” activities that complement
the concepts dealt in Curriculum. Few readers might ask, what activities include
in “Hands-on” activities? These include creative writing, role play, drama, problem solving,
art & craft etc where as “Minds-on” activities consist of imagination activities, mind
mapping, concept mapping, reflective thinking, brainstorming, higher order questioning,
discussion, think-Pair-Share, PMI - analytical thinking, etc. All trained teachers may
link these activities with their lesson to develop a challenging atmosphere for learners
who enjoy resolving problems and seeking solutions by applying their reflective and
critical thinking; this will further enhance their interest level in the class thus the whole
experience become extremely ‘rewarding’.
Though curriculum is meant to seek holistic development of learners,
these activities allow learners to construct their own learning. There could be various ways one can ensure
the constructionist model of learning, but here based on our ‘action research notion’ at
various schools in urban areas, we would like to suggest ‘5 E Model’ that has become
pivotal in the teaching experience both working with students and teachers at training
programs. This model consists of Engagement, Explore, Explanation, Elaboration,
for more about the '5 E Model' in the upcoming Part 2 of this series.
References to Tourette Syndrome in
The entertainment industry has often depicted those
with TS as being social misfits whose only tic is coprolalia, which has
led to the general public's misunderstanding of TS sufferers as
"people who can't help yelling swear words a lot". However,
this is merely a clinomorphism, as coprolalia is a relatively rare
symptom compared to other types of tics. An infamous incident of
disinformation about coprolalia and Tourette's involved Dr. Laura
* Matchstick Men's protagonist (Nicolas Cage) is a neurotic con
artist with Tourette's and OCD.
* The Tic Code stars Gregory Hines as a saxophone player with TS who
befriends a 10 year old boy who wants to be a jazz pianist (and also has
TS). Written by Polly Draper, and produced with her husband Michael
Wolff who has Tourette's in real life.
* In Niagara, Niagara, Robin Tunney plays a
unconventional girl with TS who goes on a road trip with a guy she meets
in a drugstore.
* In Wedding Crashers, John Beckwith (Owen Wilson) excuses Jeremy
Grey's (Vince Vaughn) cursing at a wedding as a case of Tourette's.
* In The Wedding Singer, when Adam Sandler's character states that
his nephew "...might have Tourette's, we're looking into it"
after the aforementioned young nephew walks up to his Adam's fiancee and
says "Linda, you're a bitch"
* In Curb Your Enthusiasm, Season 3, Episode 10, "The Grand
Opening", with only days until the opening of his new Restaurant,
Larry hires a new chef with Tourettes syndrome
* In The Boondock Saints, an elderly pub bartender
suffers from Tourette's.
* In Not Another Teen Movie, a girl who tries out for
the cheerleading squad has Tourette's.
* In The Big White, the wife has Tourette syndrome.
* In Deuce Bigalow: Male Gigolo, one of Deuce's (Rob Schneider) crazy
dates is a character with Tourette Syndrome who continuously yells curse
words to people on the street.
* In What About Bob, Bob (Bill Murray) pretends to
have Tourette Syndrome
* In The New Guy, Dizzy Harrison/ Gil Harris (DJ
Qualls) has tourette syndrome.
* In Dirty Filthy Love, Michael Sheen, Shirley Henderson. tells the
story of Mark Furness (Michael Sheen) with Obsessive Compulsive Disorder
(OCD) and Tourette's negotiating his way through divorce, his best
friend's matchmaking efforts and a woman who introduces him to therapy,
filth and unconditional love.
* In The Simpsons, Season 4, Episode 7, "Marge Gets a Job",
Ms Krabappel is recounting all the diseases and illnesses Bart has
claimed to have to excuse himself for a test. The last excuse she says
"and that unfortunate case of Tourette's Syndrome" to which
Bart tries to pretend he still might have it by cursing and rambling.
The mention of Tourette's caused many complaints upon the episode airing
and the line was changed to "and that unfortunate case of
Rabies". It has been claimed that the syndicated version was
changed back to the original line but the episode on The Simpsons DVDs
season 4 set retained the rabies line.
* Marty Fisher in Shameless has Tourette's.
* An episode of the television show Quincy, M.E. has Quincy arguing
with the drug companies, lawyers and the Food and Drug Administration to
promote research into the syndrome.
On the Internet
the subject of the web site, is promoted to have a form of Tourette's
Syndrome. Although many believe this is not true, the videos on the web
site suggest that he may in fact have a form of Tourette's, but his
alcohol problem (he's drinking in many of the videos) might have a great
deal to do with his outbursts as well.
The grunge band Nirvana recorded a song on the In Utero album
titled "tourette's"—a song with the lyrics intensely shouted
rather than sung, perhaps to mimic the syndrome
Novels by Frank Holes, Jr.
The legends of the Michigan Dogman come alive in six haunting
tales by folklore author, Frank Holes, Jr.
Based upon both mythology and alleged real stories of the
beast, this collection is sure to fire the imagination!
Spanning the decades and the geography of the
, Frank weaves:
A mysterious police report of an unsolvable death in
terrifying encounter in the U.P.’s remote
begun as one man’s therapy, becomes a chronicle of sightings
governmental agent investigates the grisly aftermath of Sigma
family meets more than they expected on the trail north
campfire tale of ancient betrayal handed down through the Omeena
to Dogman Country!
Here For The
Tales From Dogman Country Website
of the Dogman Website
of Sigma Website
Nagual: Dawn of the
The Longquist Adventures, written for
elementary students, is excellent for teaching mythology and
classic stories to young children.
We now have special offers on Classroom Sets of our Novel.
Click here for more information:
A CLASS SET
A Place for Teachers New To The Craft
Class Paragraph Writings
Writing paragraphs in our school's program means
following a specific rubric. We teach the students to use the same
format and steps. Paragraph writing for us means drafting, which will be
full of mistakes and correctible areas. When first introduced, students
will be practicing writing paragraphs every day until they master the
format we use.
This is the sixth
article in a series on using the writing process in class.
The first step is brainstorming. We require a specific
number of 'triggers' for each topic. Students generally choose between
making a web or a list to visually show their brainstorming. For
example, our 7th graders must include eight triggers, while seniors must
have at least fifteen. You and your school will decide what is
appropriate. Then all triggers are ORGANIZED by order of importance,
chronological order, etc. Students are asked to number the triggers 1-8.
Of course, students are always encouraged to write down more triggers
(sometimes we even offer extra credit for more triggers!). We also
encourage students to freewrite as brainstorming. Students look over
their prewriting and start using their organized triggers to form the
ideas presented in the paragraph.
Students then create a topic sentence (T.S.). This is
an introductory sentence which captures the reader's attention and gives
the reader an idea of what the paragraph is about. We require students
to restate the topic in the T. S. This begins to create flow (the
connectedness of ideas and transitions) by using several words in the
At least three body sentences follow (we require six
in the 7th grade). These will include details and examples, as well as
data in the form of facts or statistics. Make sure these all support the
topic sentence. The body sentences also will include a personal life
experience (PLE) which connects the topic to the writer's life or to a
real-life situation (7th graders must have two sentences for each PLE).
The body sentences must connect to the topic sentences, and be sure
their details flow in a logical manner.
Finally, wrap up the paragraph with a CLINCHER
STATEMENT. This again restates the topic, brings closure to the
paragraph, and summarizes the ideas presented.
much time do we give students to write out a paragraph?
A: The paragraph structure was developed in
response to the demands of the MEAP test (Michigan's high
takes test) as well as to our own school's curriculum and
class needs. We wanted a structure that could be easily
learned and remembered (by both students and staff). It had to
be versatile enough to use at any grade level or course. And
it needed to allow for students to make it their own - we
believe it promotes students' creativity, writing style, and
voice while giving them a structure that nearly guarantees
success. Thus, it had to be written in a fairly short span of
time to allow for students to proof and edit. Brainstorming
& organizing should take no more than five minutes (most
of our students can do it in under a minute with practice!).
The whole paragraph can be written in fifteen minutes or less
(again with practice). We NEVER let these go home, and they're
always due in class. Students cannot take their MEAP tests
home to finish, remember! Time frames start out longer at
first, but then we shorten the time as they become more
|Q: How much do you worry
about mistakes in spelling, grammar, mechanics, etc.?
A: Remember, this is drafting. We always
encourage the students to be careful about what they write.
However, we want them focusing on the structure and the
logical flow of ideas. Corrections can be made if/when we
revise and proof for a final copy.
the PLE have to come at the end of the paragraph?
A: Certainly not! It should be inserted
where it makes the most sense in the paragraph. Think about
how that story will fit in the flow of ideas in the paragraph.
PLEs can even occur in the beginning of the paragraph; we call
|Q: Can a topic sentence or
clincher be more than one sentence in length?
A: We try to keep these at one sentence in
our younger grades, but as students become more mature
writers, it is expected that they will attempt and experiment
with developing their own personal style. If a middle school
student asked about this, I'd ask back, "Why do you need
more than one sentence?" If there is a compelling reason,
I wouldn't have a problem.
Use this link to access this writing assignment on our
website for your own classroom use:
Interested in FREE writing activities you can print out and use
immediately in your classroom? Simply click the following link to our
writing page: http://www.starteaching.com/writing.htm
Be sure to check out our website for the FREE teacher Who-I-Want-To- Be
plan and other great Freebies for new teachers. Simply click the
following link: http://www.starteaching.com/free.htm
Be sure to check out our website for more great
information, tips, and techniques for new teachers,
student-teachers, and interns in teacher prep programs. Also be
sure to check out our Who-I-Want-To-Be teacher plan for
preparing yourself to enter the educational profession. Simply
click the following link: http://www.starteaching.com/free.htm
Want to check
out the articles in our Student-Teaching series? Check out our
special Student-Teaching page through the following link: http://www.starteaching.com/studentteachers.htm
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"Peace of Mind"
The things we learn from
the most unusual of places...
Once Buddha was walking from
one town to another town with a few of his followers. This was in
the initial days. While they were travelling, they happened to
pass a lake. They stopped there and Buddha told one of his
disciples, “I am thirsty. Do get me some water from that lake
The disciple walked up to
the lake. When he reached it, he noticed that some people were
washing clothes in the water and, right at that moment, a bullock
cart started crossing through the lake. As a result, the water
became very muddy, very turbid. The disciple thought, “How can I
give this muddy water to Buddha to drink!” So he came back and
told Buddha, “The water in there is very muddy. I don’t think
it is fit to drink.”
After about half an hour,
again Buddha asked the same disciple to go back to the lake and
get him some water to drink. The disciple obediently went back to
the lake. This time he found that the lake had absolutely clear
water in it. The mud had settled down and the water above it
looked fit to be had. So he collected some water in a pot and
brought it to Buddha.
Buddha looked at the
water, and then he looked up at the disciple and said, “See what
you did to make the water clean. You let it be ... and the mud
settled down on its own – and you got clear water... Your mind
is also like that. When it is disturbed, just let it be. Give it a
little time. It will settle down on its own. You don’t have to
put in any effort to calm it down. It will happen. It is
What did Buddha emphasize
here? He said, “It is effortless.” Having 'peace of mind' is
not a strenuous job; it is an effortless process. When there is
peace inside you, that peace permeates to the outside. It spreads
around you and in the environment, such that people around start
feeling that peace and grace.
What's New @
This month, our web partner Tony Vincent
explores voice memos, while tech writer Mark Benn provides a second set
of web literacy terms, and our Featured Writer Chris Sura shows his
creativity in using technology with writing.
Our Website of the Month features
TweenTribune, an excellent site for reading articles for kids. We're
also continuing articles on Tourette Syndrome and the writing process, and
starting a series on learning and curriculum from Rozina and Yasmeen
Look for more real science activities
from Helen de la Maza, math problems from Mary Ann Graziani, and our new
resource, the Article of the Week (now a monthly column) from Frank Holes, Jr. And be sure to join up on our FACEBOOK page for StarTeaching for more reader
interaction as well as constant, updated streams of educational
Of course, you should also check our website for a
number of updates and re-designed pages. We're starting to collect
quite a few articles from educational experts all over the world.
See these archives on our website: www.starteaching.com
See more of our Freebies as well as Special
Reports on our website by clicking the quick link below:
Make sure to BOOKMARK our website so you can
keep up with more changes and additions through the year. And feel
free to share our site by EMAILING it to a friend.
Email us at firstname.lastname@example.org