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Ideas and Features For New Teachers
and Veterans with Class

Volume 7, Issue 13
July 2011
StarTeaching Store Advertise with us Previous Articles Submit an Article FREE Reports Feature Writers Tech Center New Teacher's Niche

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

What's New @ StarTeaching   Tech Corner: Textbooks: Here Today, Gone Tomorrow   Preparing to Enter the Job Market
NEW! Tony Vincent's Blog: Apps For Project-Based Learning Rad Resources for 
Science Educators: Summer Professional Development III
Themes on Life: 
"Quips and Jokes"
Science Activities for Any Setting   10 Days of Writing Prompts   10 Days of Math Problems
School Features:
Single Sex Education (part 1)
New Teacher's Niche:
The Writing Process: Step-by-step: Terminology
Student Teachers' Lounge: Creating Web Pages in Class
Book of the Month Club:
How to Survive Teaching Health
  Website of the Month:
  Article of the Week: "First Ever Facial Skin Graft"

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

Also, feel free to email this newsletter to a friend or colleague!


Would you be interested in becoming a Featured Writer for the StarTeaching website?

Our Newsletter is now posting a opening for a Social Studies / History Writer interested in a monthly column focusing on Historical Events and Education.

We are also looking 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



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Preparing To Enter The Job Market: 
Finding That First Job -

By Dr. Peter Manute., Educational Consultant

Dr. Manute is a well-renowned world traveler, guest speaker, and educational consultant.  

Dr. Manute holds multiple degrees in several educational fields. He has taught in both stateside and international school communities.  He has extensive experience (25 years) in school administration.  He also has worked at the university level, supervising teacher interns and teaching undergraduate courses.
 You can  contact Dr. Manute at:

This is a first in a series of informational articles focusing on finding that first teaching job. 

Statistics indicate that over 3 million people were employed as public school teachers in the United States in the year 2000. Another 400 thousand were employed as private school teachers. (National Center for Education Statistics, 2001). Retirement is in the near future as many baby-boomers reach the end of their careers. Federal and state reform initiatives are calling for decreased class sizes and as our national population continues to grow, the need for additional teachers has increased. Beginning teachers have a high drop out rate (about 15% the first year, 15% the second and 10% the third) (Croasmun 1999).

Given these statistics one would think the job market is wide open. In many states this is true, in fact some candidates have indicated signing bonuses, paid moving expenses, and other attractive offers. Some states are even granting teaching licenses through a proficiency test. Securing a teaching job in Michigan however, is not an easy task; it takes an enormous amount of preparation, flexibility and perseverance. It certainly is not for the faint of heart! In today’s teaching market, it is not unusual for a Michigan school district to have over a hundred applicants for a single position.

Competition for teaching jobs is very keen, with candidates coming from a variety of sources. First you have the recent graduates from Colleges and Universities, but also those who didn’t secure jobs the previous year. In recent years, a trend has emerged that includes older candidates who are choosing teaching as a second career. Many of these individuals have a wealth of knowledge and experience in the real world. Also thrown into the pool are the candidates from other states who want to relocate. And, there is a certain amount of lateral movement within Michigan School Districts.

Face it, Michigan, because of high standards and solid reputation for excellence, combined with competitive salaries and benefit packages, is one of the best places to teach! 

With careful planning and preparation combined with a certain amount of flexibility, a prospective teaching candidate can and will secure that first job.

The second article in this series will focus on planning and preparation and will include key tips that will provide an excellent starting point.


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Apps for Project-Based Learning

By Tony Vincent

Learning in Hand is an educator's resource for using some of the coolest technologies with students.Tony Vincent

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 blog.

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.

I presented Project-Based Learning in Hand at the International Society for Technology in Education conference in Philadelphia. Here are my notes for the session. My favorite part was that I asked educators in the room and on Twitter to submit favorite iOS apps for project-based learning. The resulting spreadsheet has 133 submissions. I removed spaces from app names so that I could use Wordle.net to generate the word cloud below.  


The suggested apps are ones that could be used for questioning, investigating, and/or sharing. As you can see, SonicPics was submitted the most times. It's a certainly a favorite of mine. iMovie, Evernote, ShowMe Interactive Whiteboard, PuppetPals, Storyrobe, and Comic Life were also popular.



iPod Touch

Order your own iPod Touch Today with the links below:



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:



Student Teachers' Lounge: 
For The Things They Don't Teach You In College

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Creating Web Pages in Class

Web pages can become a great means of displaying and publishing student work. There are millions of people online every moment of every day. Our students are fully accustomed to using the web for everything from research to communication to shopping. Web pages are the language in which they are both comfortable and competent.

Creating student web pages provides a great in-road for teachers to reach students on their terms. Though there are many simple programs to use, many students (even very young elementary students) who can fluently speak `html' and code and decode scripts. This is truly their `native language', as is the ability to multi-task (which often gives us `aliens' headaches!). Take the initiative and create projects for your students to show off their skills.

There are several concerns to think about before beginning such a project.

One concern to be aware of is your school or district's Internet use policy. You may need parental permission to allow students to put their work, name, or pictures on the net. I would always caution you about including a student's full name on a web site that is available to the general public. There are also cautions about putting personal photographs online. Usually whole class, group, or team photos are ok. Always check first. If your school is not exactly at the forefront of technology, don't be afraid of blazing a trail for your colleagues to follow. Your work may become the basis for others in your school to make positive change.

Remember to also create an etiquette policy about creative license (or use one already developed by your school). Obviously you want students to be creative, but you also don't want them to be outlandish or off of the topic of your assignment. Students are funny in that way. If they are just writing a paper, its the same old same old. However, once they realize they are going public, many become stringent about what they want to show the general public. Many will try to make their own 'statement' or 'presence' and disregard the rules of etiquette you've set up. Hold your ground. You do have the right to control what the students can put onto a school site.

Where to host your sites is another concern you'll have to deal with right away. At the present, we have our students' sites on our own server at school. It is great if your school can accommodate your class. You will need a web editor such as Microsoft FrontPage or one of the many free down-loadable editors from the net. But what if your school is unable (or unwilling) to fully accommodate you? There are many free sites online that can help you out. In the past, we used the commercial site GeoCities. This is a nice, free site that even includes a free web/html editor and basic tutorials to guide students through the steps of design. It is very easy to use and students can access it from any computer in the world that has an internet connection.

We started out simply, having students type in their name and school as headers. Then we split up the page into sections for math, social studies, science, and English. At this point, the page can hold assignments from any class, so any teacher in the grade can give web page assignments.

We practiced creating links to our school homepage and our 7th grade page. We also added links to our homework assignment calendar, our pages of vocabulary, and to Google for net searches.

We also talked at length about page layout. Unlike programs like PowerPoint where you can place anything wherever you want it on the page, html requires codes called tables to set up items horizontally. We teach the students about tables and cells so they can divide up the page in whatever fashion they wish.

Students' personal preferences and creativity are also taken into consideration. We show them the basics of formatting text, changing fonts, sizes, colors, and styles. Students are also allowed to change page attributes such as the colors of the background and links. We even show them how to add different background pictures from files.

The first assignment to be placed on the students' websites was our biography project. Our English curriculum includes reading a biography and writing a report on that person. We adapted this to publish the report online, with the information, pictures, and clip art placed on the web page. Look for more details on the biography- web page project in an upcoming issue.

There are many options your class can do with the websites. You can teach the students to code in html, or work with the structures of a web page (such as tables, formats, links, and additional pages). You might have students explore new technologies to embed in the pages, such as PowerPoints, blogs, videos (streaming) or audio (podcasting). You may wish to connect with other students around the world (e-pals). You and fellow teachers may want to collaborate on projects.

There are many directions these projects can take your class. The key is for you as the teacher to be open to using new technologies and ready to go out and learn about them. You can learn a lot from the students; you don't have to know it all. But you must be ready to provide support to them when needed.


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

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  Tech / 21st Century Teaching Corner

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Here Today, Gone Tomorrow

By Mark Benn,
Instructional Technologist

Mark Benn earned his Masters of Integration of Technology from Walden University. Previously, he earned his B.S. from Western Michigan University and his Elementary Certification from Northern Michigan University.  He is a 21 year teaching veteran of 5th and 6th grade students at Inland Lakes Middle School in Indian River, MI.  

Prior to teaching, Mark spent 11 years as Department Manager for Sears, Roebuck and Co. dealing with emerging technologies.  He has been married to his wife Bonnietta for 32 years with one daughter and two sons.  In the summers, Mark works for Mackinac State Historic Parks in the as a historical interpreter.

Last month I talked about grades and when they're appropriate. This month I'd like to take a look at something we, as teachers, do every day.

As the opening bell, buzzer, light, or whatever goes off every morning in every school across the nation, teachers have already made many decisions that apply to what the students will learn that day. This has been a time honored part of being a teacher for as long as teachers have been around. In the last century, the learning has centered around textbooks written for every subject. Even today, this practice continues throughout our nation and world.

Each week a teacher plans out their lessons based on the textbook they're using, following page by page and chapter by chapter until they complete the textbook or the school year runs out. You may say, yeah, your point?

My point is that the 21st century (the digital age) has arrived and with it a whole new way of doing things. You may ask, why should I change just because something new has come along? I agree, no one should change just because something new is available. Change should take place when it's more beneficial.

Observe your students and consider what you see. Are they truly engaged in that textbook, or are they checking out? I had a fellow teacher remark to me a year ago that she didn't see students very interested in their textbook anymore. How about you? Does going through a textbook page by page and chapter by chapter really fulfil your state standards, or is it just easier.

In all of this, does it meet the needs of today's students.

In the last two years, brain research has changed what we thought about how the brain works. With the help of technology we can see that today's students are different from the past in how their brain functions. These "screenagers", as some have called them, even prefer different colors then in the past. Blood red and neon green are some of their favorite colors. Their least favorite color is black. We're not talking about what color they like to wear, but what they like to see on the screen or in print. I've watched many students reverse the colors on their computer screens so it's white on black, instead of black on white. Now think of these implications when it comes to textbooks. I've seen students enjoy reading a book on their handheld computer, which is digital, compared to reading a hardcover book.

In the January 2008 edition of Technology & Learning magazine an article entitled "Top 10 Tech Trends" written by Susan McLester states In the recent report, A Revolution in K-12 Digital Content How Soon Is Now? research group Eduventures declares the textbook "dead...or at least dying" as the "primary content delivery mechanism" for schools. In another article from the same edition Tom McHale writes an article entitled "Tossing Out Textbooks" where he talks about a Tucson high school that has done away with textbooks and gone totally digital using laptops.

As we've talked about in the past, today's students are more engaged when it comes to learning in student centered  classrooms vs. the traditional teacher centered approach. So are you ready to make a change? You don't have to have a bank of computers to make the change, but it does help. In my next article I'll talk about ways you can break the textbook dependency cycle. Till then, think about it.

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




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Rad Resources for Science Educators

Summer Professional Development & Training, Part III

By Helen de la Maza

Helen de la Maza is a Curriculum and Instruction Consultant in southern California with almost 15 years experience in the field of education. She has written curricula and taught science, environmental science, and environmental education to students ranging in age from 4 to 85 years! 

She believes that learning the process of scientific thinking can help students think critically and be careful observers of the natural and human-made world. 

Helen earned an MS in Wildlife Science, an MA in Curriculum and Instruction, California single subject teaching credentials in Biological Sciences and English, and a multiple subject credential. When she was in graduate school for her MS, she realized that "interpreters" were needed to communicate between the scientific community and lay people. Much of her work has been focused on doing this through teaching, training, and writing.

The Internet and World Wide Web provide the opportunity for massive amounts of information to be distributed to a wide audience. In fact, so much information is available that it is overwhelming to sort through! As a Science Educator you barely have enough time to plan your curriculum and assess your students, let alone spend hours surfing the web looking for great resources. That's where I come in - providing excellent information, media, and lessons to your students that are already available on the web. 

I’ll do the searching for you and highlight every couple weeks some Rad Resources for Science Educators. Feedback is appreciated! Email me at: delamazah@earthlink.net

Service-Learning Institutes

For K-16 Educators and Community Partners!
Engage Students for High Achievement through Service-Learning.

Registration: http://www.communityworksinstitute.org

Space is still available for both of these national Summer Institutes on Service-Learning Be a part of changing K-16 education at the most local level, your school, program, or classroom. Team discounts are available for multiple participants from a school or organization.


CWI’s Summer WEST Institute on Service-Learning
DATES: August 1-5, 2011
LOCATION: Loyola Marymount University, Los Angeles, California
***To Register by phone call: 909-480-3966

CWI’s Summer EAST Institute on Service-Learning
DATES: July 18-22, 2011
LOCATION: at Shelburne Farms, Vermont
***To register by phone call 802-985-8686

As an Institute Participant you will...
• Identify academic connections between service and essential knowledge.
• Find practical ways to encourage student voice in the learning process.
• Develop a deeper understanding of the role and practice of reflection
• Learn strategies to develop authentic community partnerships
• Reinvigorate your practice and commitment to education.
• Find practical ways to engage students in compelling community based work.
• Become part of our network of passionate educators.

GRADUATE CREDIT: Both Institutes are available for an optional 3 graduate credits.

TUITION/PROGRAM FEES: The program fee is $1089, per participant, for either 5 day Institute. This fee covers tuition, lunches, and all materials. A light breakfast is also included each day. All participants will receive certificates for 45 hours of professional development.  Graduate credit is $550 for 3 credits/



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Single Sex Education
(part 1)

Courtesy of K12Academics.com

Single-sex education is the practice of conducting education where male and female students attend separate classes or in separate buildings or schools. The practice was predominant before the mid-twentieth century, particularly in secondary education and higher education. Single-sex education is often advocated on the basis of tradition, as well as religious or cultural values. It is practiced in many parts of the world. A number of studies starting in the 1990s are showing statistical data that children from single-sex schools are outperforming students from coeducational schools, although some studies also say that these are non-conclusive. In 2002, because of these studies and bipartisan support, the US law of 1972 was revoked and funding was given in support of the single-sex option. There are now associations of parents who are advocating for single-sex education.

History of Single Sex Education

1960s: mandated shift to coeducation in many Western countries; Reasons: coeducation is a less expensive way of schooling the baby boomers; the thrust towards gender equality

1972: US Law making coeducation in public schools obligatory

1990s-2000s: some studies supporting single-sex education: children of single sex schools are outperforming children in coeducational schools

US: “Together or separate?” (Cornelius Riordan 1990)
Germany: “Was coeducation a historical error?” (Der Spiegel 1998)
Australia: 20-year study of 270,000 students (2000)
England: The National Foundation for Educational Research (2002)
France: “The Pitfalls of Mixed Education” (Fize 2003)

US Law of 2002: revocation of obligatory coeducation in public education; 3 million dollars were allotted to support the single-sex school option

In the US, single sex education receives bipartisan support. Hilary Clinton said in June 2001: “Our long-term goal has to be to make single-sex education available as an option for all children, not just for children of parents wealthy enough to afford private schools.


See more in part 2 of this series, coming soon!


Article courtesy of K12Academics.com



MythMichigan Books
Novels by Frank Holes, Jr.

Dogman’s Back!

 A masterful blend of science fiction, fantasy, and folklore, the DOGMAN EPOCH: SHADOW and FLAME 
is an epic tale in its own era, stretching from the present day to far beyond 
the history of humanity.


Tying the Dogman legend to the 2012 Mayan doomsday prophesy, a secret governmental agency races to solve 
the ancient puzzle and save the world 
from destruction, all the while 
dodging a hidden enemy…


10,000 years in the past, the Nagual and their sorcerer chieftain begin their conquest of the native civilizations. Can the great Guardians stand against the evil onslaught, or will the looming end of the Third Age of the Sun prove the downfall of humanity?

Welcome to Dogman Country!

Coming Soon!

Click Here For
Dogman Epoch: Shadow and Flame Website


Now Available!

Year of the Dogman Website
Now Available!

Tales From Dogman Country Website
Now Available!

Nagual: Dawn of the Dogmen Website 
Now Available!
Now Available!
Now Available!

Haunting of Sigma Website
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:





New Teachers' Niche: 
A Place for Teachers New To The Craft

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The Writing Process,
Step-by-step: Terminology


Writing Terminology

There are a number of important terms we use for commonality.  It is important to use the same terminology to unify our efforts and so students are all on the same page.  Its easy for students to be confused when teachers do not use the same terms.  It may seem natural for us teachers, but it is often difficult for students.  
Thinking of ideas and writing these down on your paper before you begin the actual writing
This sentence wraps up, provides closure, and concludes the writing. It tells the reader what you have told them.  At advanced levels, this sentence will also provide a Theme for writing
This is an extended writing assignment utilizing at least two (or more) paragraphs working together to expand and discuss a topic with more specific detail and examples. 
Writing activity in which students transfer their thoughts on a topic into a written or textual form.  This may be sentences, a paragraph, or an essay format.  Mistakes and corrections are expected so students can improve.
These are the facts, examples, and statistics that make up a Support.  These can be in the form of information from charts, graphs, and even quotes.  
Focal Correction Areas, these are the specific areas in the rubric for students to focus and work on for a particular work.  We begin with FCAs on form and format, then move on to other areas as students master these.  
Revising for content.  This is where students should look to add, remove, or change their ideas 
A Personal Life Experience at the beginning of an essay to hook the reader and relate the writing topic to a related concept outside the classroom.
The interconnectedness of the ideas in a piece of writing.  Ideas should flow logically  from one to the next, and the reader should follow the presentation without difficulty.  
This is the activity of thinking about what they have brainstormed and developing a plan for writing.  
This is the students' voice in the writing, a sentence where students incorporate a real life experience  or a related concept which directly connects to the writing topic
This is the basic 'skeleton' or structure of the paragraph or essay.  
The work and thinking that occurs before the students actually start their writing.  This consists of two parts, Brainstorming & Organizing
These are sentences which support the Topic Sentence, and include several details that back opinions or answers stated by the writer
A sentence at the beginning of a paragraph or essay that grabs the reader's attention.  Common hooks will pose questions, give a startling statement, provide unusual facts, or tell a story (a Lead)
Checking over your work for mistakes in spelling, grammar, mechanics, and usage, and then fixing them.  
A life lesson, moral, or message that the reader should learn from reading the paper.
A group of related sentences that work together to present a response to a writing topic.  At a basic level, Paragraphs must include a Topic Sentence, Supports, and a Clincher.  
A final copy of your work, free from errors and ready for a real audience to view it.  
This sentence introduces the topic of your writing.  It tells the reader what you are going to tell them.  At advanced levels, this sentence will Hook the reader's attention and provide the focus for writing.
A guarantee of getting an 'A' on the assignment.  This is the set of criteria used to grade a piece of writing.  Students and teachers both know the rubric ahead of time so both understand the expectations. 
Students working with a piece of writing or text to 
Sound, tone, and individuality in a piece of writing.  Voice includes personal experience and creative writing.  It should be as if the student was reading the work aloud.  



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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"Quips and Jokes"
Themes on Life

Time for a little humor...

TEACHER: Why are you late?
WEBSTER: Because of the sign.
TEACHER: What sign?
WEBSTER: The one that says, "School Ahead, Go Slow."

TEACHER: Cindy, why are you doing your math multiplication on the floor?
CINDY: You told me to do it without using tables!

TEACHER: John, how do you spell "crocodile?"
TEACHER: No, that's wrong
JOHN: Maybe it is wrong, but you asked me how I spell it!

TEACHER: What is the chemical formula for water?
TEACHER: What are you talking about?
SARAH: Yesterday you said it's H to O!

TEACHER: George, go to the map and find North America.
GEORGE: Here it is!
TEACHER: Correct. Now class, who discovered America?
CLASS: George!

TEACHER: Willie, name one important thing we have today that we didn't have ten years ago.

TEACHER: Tommy, why do you always get so dirty?
TOMMY: Well, I'm a lot closer to the ground than you are.

TEACHER: Ellen, give me a sentence starting with "I."
ELLEN: I is...
TEACHER: No, Ellen. Always say, "I am."
ELLEN: All right... "I am the ninth letter of the alphabet."

TEACHER: "Can anybody give an example of COINCIDENCE?"
JOHNNY: "Sir, my Mother and Father got married on the same day, same time."

TEACHER: "George Washington not only chopped down his father's cherry tree, but also admitted doing it. Now do you know why his father didn't punish him?"
JOHNNY: "Because George still had the axe in his hand."

TEACHER: Now, Sam, tell me frankly, do you say prayers before eating?
SAM: No sir, I don't have to, my Mom is a good cook.

TEACHER: Desmond, your composition on "My Dog" is exactly the same as your brother's. Did you copy his?
DESMOND: No, teacher, it's the same dog!

TEACHER: What do you call a person who keeps on talking when people are no longer interested?
PUPIL: A teacher.

SILVIA: Dad, can you write in the dark?
FATHER: I think so. What do you want me to write?
SYLVIA: Your name on this report card.




What's New @ StarTeaching?


Welcome to our first June issue.  This month our web partner Tony Vincent shares a great app for Project-Based Learning.  Dr. Manute is back with the first in a series on finding that first job.  And our tech writer Mark Benn discusses the rise of electronic resources instead of textbooks.

Our Website of the Month features ACT.org, and we have an book on resources for teaching health.  There is also a new series on Single Sex Education.  

Look for more real math problems from Mary Ann Graziani, Rad Resources from Helen de la Maza, and the Article of the Week from Frank Holes, Jr.  Be sure to join up on our FACEBOOK page for StarTeaching for more reader interaction as well as constant, updated streams of educational information.  

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



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Feature Writers
Mark Benn:
Educational Technology
Mary Ann Graziani:
Mathematics Education
Helen de la Maza:
Science Education
Chris Sura:
English Education
Munir Moosa Sewani:
World Education
Salima Moosa Sewani:
World Education
Rozina Jumani:
World Education
Yasmeen Jumani:
World Education
Dr. Peter Manute:
Student Teachers and 
Job Finding
Kim Taylor-DiLeva:
Sign Language
Christina Riggan:
School Features
Michael Kett: 
Magic in the Classroom






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Articles & Archives

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Click to see over 1000 prompts

10 Days Of


What has been your favorite day of the summer so far?  Why?


What has been your least favorite day of the summer so far? Why?


Describe five important things you've done this summer.


Describe TWO things you've learned so far this summer.


What is one thing you are looking forward to when school resumes?


What are TWO goals you still have for the second half of the summer?


Describe a way you can retain knowledge from last year's school over the summer.


What are FOUR good books you can read this summer?


Describe how you can improve your academic behavior over this summer.


 What is one thing you are NOT looking forward to when school resumes?

Click to see over 1000 prompts


10 days of writing prompts


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Writing Process Articles

Check out the entire collection of writing articles, including:
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Be sure to check out our

How to Survive Teaching Health: Games, Activities, and Worksheets for Grades 4-12

by Kenneth G. Tillman



Coming Soon:

More Article of the Week

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 Adding/Subtracting Decimals:

0.5 – 0.3 =

Day 2 Adding/Subtracting Decimals:

0.18+ 0.85

Day 3 Adding/Subtracting Decimals:

0.91+ 0.76

Day 4 Adding/Subtracting Decimals:

0.7 – 0.3 =

Day 5 Adding/Subtracting Decimals:

8.1– 3.7=

Day 6 Maria mixed 0.8 grams of salt into a pot of soup she was cooking. Before she served the soup, Maria added 0.1 grams of salt. How much salt did Benedicta put into the soup in all?
Day 7 It rained 0.21 inches on Monday. On Tuesday, it rained 0.02 inches less than on Monday. How
much did it rain on Tuesday?
Day 8 Joshua and his classmates placed colored blocks on a scale during a science lab. The red block
weighed 4.7 pounds and the orange block weighed 2.76 pounds. How much more did the red
block weigh than the orange block?
Day 9 Stacy bought 0.5 kilograms of almonds and 0.2 kilograms of pecans. How many kilograms of nuts did Stacy buy in all?
Day 10 Stacy bought 2.9 ounces of flour and she used 2.4 ounces of it to make biscuits. How much is


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




Tech-Ed Articles

Check out our entire collection of technology articles, including:
* 21st Century Learning
* Integrating Technology
* Computer Literacy
* REAL activities you can use!




Science Activities For Any Setting
By Helen de la Maza
Pop The Top
(click for PDF)

Shape Scavenger Hunt
(click for PDF)

Click HERE to see all of 
Helen's Science Activities


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Inspirational Quotes
& Photos

Check out our entire collection of inspirational quotes and photos from our 5 years of newsletters.  








Using Photography To Inspire Writing
By Hank Kellner

Visit his blog at: hank-englisheducation.



Learning in Hand is an educator's resource for using some of the coolest technologies with students. Tony Vincent
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.


Article of the Week
"First Ever Facial Skin Graft"
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"Vitamin D and Kids"
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