Ideas and Features For New Teachers
and Veterans with Class

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

In This Week's Issue (Click the Quick Links below): What's New @ StarTeaching   Grading - What is our Motivation?   Educational Research Project on Unemployment in Pakistan (part 2) NEW! Tony Vincent's Blog: Four Student Response Systems Rad Resources for Science Educators: Wild About Wildlife! Themes on Life:  "Happy St.Patrick's Day" Science Activities for Any Setting   10 Days of Writing Prompts   10 Days of Math Problems School Features: Sociology of Education  (part 4) New Teacher's Niche: The LEAST Approach to Classroom Discipline: (part 4) Student Teachers' Lounge: The Effective Teacher Book of the Month Club: Common Core State Standards   Website of the Month: http://www.questionpress.com   Article of the Week: "Movie Piracy"

Remember to bookmark this page and to visit our website for more great articles, tips, and techniques! http://www.starteaching.com Also, feel free to email this newsletter to a friend or colleague!

Educational Research Project on Unemployment in Pakistan (part 2) by Rozina Jumani

As the beginner in the study of economics, I have chosen to write upon general but analytical essay highlighting the causes of unemployment in Pakistan. I would also recommend few suggestions based on informed reasoning to overcome this issue in due course of years, as this issue is pertinent since the birth of Pakistan.

While reading about the issue, I have come across various researches that proved that this issue has implication on the overall economic, social and physical conditions of the People of Pakistan.  The real issue though it seem that there is enormous employment in all parts of country but the reality is we don’t get skilled labor for certain work thus there is less productivity in most of the areas and we don’t seek the desired results, thus the ratio of unemployment keep on increasing day by day.

Some recommendations for solution of unemployment conditions in Pakistan

Primarily solution to this issue is to increase opportunities for learning, training, as at present the illiteracy rate of Pakistan is 61.2%. This includes 50.0% male illiteracy and 75.6% female illiteracy in Pakistan.14 Usually women do not enter in the work force and work at home thus; they do not get opportunities of educating themselves.

The major challenge is only 38.8% people who are considerate literate that include people who only sign their names, how the limited literate population work for enormous illiterate population and for how long. This leads to the basic solution of providing them basic education that could also mean skilled based or vocational training etc so they can contribute and become productive for the country.

Government official including the heads of state and senators are required to control their luxurious style of living. The proper budgeting of government money is most important and government is required to control its spending on irrelevant commodities and intervene at the issues of the common people.

The huge debt is used to fight against India, in such miserable times when the country is at the verge of civil war, poor people and even middle class people do not have things to eat and if we spend on military assets and spending on fight with other country is not advisable. It is therefore required that government leaders develop good rapport with countries at their borders and invest that amount on the people and development projects.

Corruption is common disease spread around parliamentarians, their salaries are paid through taxes yet they create huge misuse in the funds kept for development projects for people. It is therefore require to put all corrupt parliamentarians and bureaucrats behind the bar and honesty and transparency to be opted.

The loan amount taken from World bank, IMF and other donor agencies could be returned if all people of Pakistan willing and honestly pay their taxes. According to the current media discussions and their reports, that president, prime minister, federal ministers and many opposition leaders are not paying their taxes. They are waiting, as their taxes could be written-of. If such selfish attitudes prevail among the appointees by people, then how can a country and its people survive?  In this regard, judiciary to intervene to make all people pay their taxes, that will help in bringing up the level of people and we will be able to return loans those were taken carelessly.

Though Pakistan government due to bad governance and corrupt politicians has lost its credibility in front of Overseas Pakistanis, but with sound planning and transparent process, we could invite the future investment for Pakistan, thus in this regard, honest people in bureaucracy are require to plan along with honest economist and finance ministry.

Government agencies and institutions should concentrate the effective supply of electricity and gas and petroleum products, so our agriculture, industrial sector could provide required output. In that manner, people will sustain their jobs and they will be able to feed their family the basic needs of lives.

Lastly, government officials are required to act sensibly at the foreign policy strand and do not compromise on the sovereignty of the country for their own personal stake. Honesty across country is essential to control the menace of unemployment, its just the willingness requires to improve the situation.

	Four Student Response Systems By Tony Vincent www.learninginhand.com
Learning in Hand is an educator's resource for using some of the coolest technologies with students. 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.

iPod Touch
	Order your own iPod Touch Today with the links below:

Student Teachers' Lounge:  For The Things They Don't Teach You In College
	The Effective Teacher by MaryAnn Graziani

     A teacher has a tremendous amount of power over their students to either positively or negatively affect their students’ entire lives.  The effective teacher motivates students by creating a positive learning environment where students want to learn because they have a teacher who respects them as individuals.   They  help their students by recognizing each individual talent without favoritism or criticism.  An effective teacher has a genuine love and respect for children. They enjoy working with children and want to work with them to create a positive and nurturing learning environment.         

    An effective teacher will treat each student as an individual with unique personal experiences that they bring into the classroom community. The unique experiences each student brings can be used collaboratively and creatively in group work where all students will learn from each other through shared discussions and reflections of their personal experiences. Everyone is included and needed in the classroom community.  An effective teacher will encourage imagination and creativity through exploring, observation, and freedom of expression. Every student is involved in the decision making process that involves their classroom and encouraged to make choices that affects not only them but also their classroom community.  Diversity is embraced in the classroom and lesson planning is inclusive of everyone in the classroom. 

     An effective teacher believes that all children can learn and grow.  Every child is given choices and personal freedom of expression in order to promote their growth in learning.  The effective teacher knows that if children are shown respect, they will show respect in return.  They show respect by enabling children to assume responsibility for their own learning.  The effective teacher encourages their students to build meaningful relationships with them and their fellow classmates.

     The effective teacher knows that all children are unique in their learning style and that their understanding is based on their own unique experiences.  They understand that by catering to individual learning styles, teaching can be geared to develop the whole child.

     To truly learn what qualities it takes to be an effective teacher; perhaps it is best to look at what the students believe makes a great teacher. Brian Zkmund-Fisher, Coordinator of TA Support, Eberly Center for Teacher Excellence (1998) compiled information from numerous student evaluation forms to find out what students think. Here are some of the responses

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

Do You Have Great Ideas, Tips, or Techniques to Share with Our Readers?   Are You Looking To Be Published? Submit Your Articles On Our Website At:   http://www.starteaching.com/submit.htm

Tech / 21st Century Teaching Corner
	Grading - What is Our Motivation? by Mark Benn Instructional Technologist

Have you ever thought about why you take grades? I used to believe that it was important to grade every assignment that I had the students do. I felt I was doing a disservice to them if I didn't grade everything. This resulted in a lot of grades, but did it result in a lot of learning?

I believe it builds a wrong way of thinking in the students and causes them to see school as a place where they get a lot of grades, and not as a place of learning.  It also leads us, as teachers, to think the same way. Do you teach to get grades, or is your motivation to help children learn?

Grades are just a measure of what someone understands and their level of understanding. At least that's what they're suppose to be. We should be using formative assessment constantly to know where students are, but should these assessments be graded. Does this reflect where a student is at, or how they learn?

What do I mean by that? Think about how you learn. When something is new to you and you are just learning about it, do you truly understand it at first? Probably not at first. But as you deal with it over and over again you get better at whatever the skill is. Let's use math as an example. When I'm learning my multiplication facts, I don't learn them all at once. I also don't' learn them at the same speed as others. Maybe it takes me longer. Now let's factor in taking grades on everything a student does. Does the grade reflect whether they know the material, or how fast they can learn it? Is learning about speed, or understanding?

So why do we grade everything, when a student is just beginning to learn it? This makes no sense, unless our motivation is just to teach the students and get grades.

Let's raise the bar of our profession higher. Our motivation should be to teach in a way that helps everyone become a lifelong self motivated learner. Our grading should reflect that, and not hinder it with certain attitudes.

So what should we do as teachers do? Formative assessment should be a constant, and because of these assessments we should adjust our teaching to help those who aren't understanding it yet. Grades should only be taken when you feel the students have had enough experience in the skill. From this assessment, we have another chance to reassess whether our method of teaching is working, and if not, adjust again. All of this works towards that final summative assessment. 

In summing up, it's not about how many grades we get, but the quality of what our grading reflects. 

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StarTeaching Feature Writer
	Rad Resources for Science Educators Wild About Wildlife 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

This week we are WILD ABOUT WILDLIFE!

National Wildlife Week “Wildlife That Move Us” – March 14-20, 2011
http://www.nwf.org/en/Wildlife/Activities/National-Wildlife-Week.aspx

Lesson Plans for Educators: http://www.nwf.org/en/Wildlife/Activities/National-Wildlife-Week/
Educators.aspx

Studies show that children who spend time outside are more creative, have less stress and
perform better in school. Help your students appreciate wildlife, and unlock their learning and
imaginative potential during National Wildlife Week. Join together to celebrate our wildlife
friends—the unique ways that they move and how they move us to protect them.

Wildlife are all around us every day, from small insects and birds to large mammals like deer.
Each weekday of National Wildlife Week, National Wildlife Federation is featuring nine species
of wildlife – wildlife that fly, climb, dig, swim, hop, leap, run, and crawl.

Download special wildlife posters! A new poster will be revealed each weekday of National
Wildlife Week with trading cards of the nine featured wildlife species of the day so you and your
students can learn more about the species, where they live, and how you can identify them.

TeacherVision: Wildlife Teacher Resources
http://www.teachervision.fen.com/wildlife-week/teacher-resources/6676.html

A compilation of cross-curricular printables, lesson plans, quizzes, and references for National
Wildlife Week.

eNature.com
http://enature.com

eNature.com is a great site for information about the wild animals and plants of the United
States. The site's core content of wildlife information about almost 6,000 individual species is the
same data set used to create the printed Audubon Field Guides. All the data has been carefully
reviewed and vetted by leading biologists, zoologists and other natural history specialists.

Project WILD
http://www.projectwild.org/

Project WILD is one of the most widely-used conservation and environmental education
programs among educators of students in kindergarten through high school. A national network
of State Wildlife Agency Sponsors ensures that Project WILD is available nationwide—
training educators in the many facets of the program. Emphasizing wildlife because of its
intrinsic value, Project WILD addresses the need for human beings to develop as responsible
citizens of our planet. The organization offers these curricula: Project WILD K-12 Curriculum
and Activity Guide, Project WILD Aquatic K-12 Curriculum and Activity Guide, Science and
Civics: Sustaining Wildlife. The materials are not for sale; they are available to those who attend
instructional workshops offered by certified leaders. Visit the website to find local workshops.

neoK12: Animals & Wildlife Section
http://www.neok12.com/Animals-Wildlife.htm

A collection of videos and photographs of wildlife. Other pages on the website include lessons
and games for K-12 school kids.

Be Sure to Check Out  Our Website Store for Specials: http://www.starteaching.com/store.htm

Sociology of Education (part 4) Courtesy of K12Academics.com

The sociology of education is the study of how public institutions and individual experiences affect education and its outcomes. It is most concerned with the public schooling systems of modern industrial societies, including the expansion of higher, further, adult, and continuing education.

Education has always been seen as a fundamentally optimistic human endeavor characterized by aspirations for progress and betterment. It is understood by many to be a means of overcoming handicaps, achieving greater equality and acquiring wealth and social status. Education is perceived as a place where children can develop according to their unique needs and potential. It is also perceived as one of the best means of achieving greater social equality. Many would say that the purpose of education should be to develop every individual to their full potential and give them a chance to achieve as much in life as their natural abilities allow. Few would argue that any education system accomplishes this goal perfectly. Some take a particularly negative view, arguing that the education system is designed with the intention of causing the social reproduction of inequality

The sociology of education contains a number of theories. We'll give a description of each theory in each of the next newsletters, beginning with Structural Functionalism below.

Structure and Agency
Bourdieu and Cultural Capital

This theory of social reproduction has been significantly theorized by Pierre Bourdieu. However Bourdieu as a social theorist has always been concerned with the dichotomy between the objective and subjective, or to put it another way, between structure and agency. Bourdieu has therefore built his theoretical framework around the important concepts of habitus, field and cultural capital. These concepts are based on the idea that objective structures determine individuals' chances, through the mechanism of the habitus, where individuals internalize these structures. However, the habitus is also formed by, for example, an individual's position in various fields, their family and their everyday experiences. Therefore one's class position does not determine one's life chances, although it does play an important part, alongside other factors.

Bourdieu used the idea of cultural capital to explore the differences in outcomes for students from different classes in the French educational system. He explored the tension between the conservative reproduction and the innovative production of knowledge and experience. He found that this tension is intensified by considerations of which particular cultural past and present is to be conserved and reproduced in schools. Bourdieu argues that it is the culture of the dominant groups, and therefore their cultural capital, which is embodied in schools, and that this leads to social reproduction.

The cultural capital of the dominant group, in the form of practices and relation to culture, is assumed by the school to be the natural and only proper type of cultural capital and is therefore legitimated. It demands “uniformly of all its students that they should have what it does not give”. This legitimate cultural capital allows students who possess it to gain educational capital in the form of qualifications. Those lower-class students are therefore disadvantaged. To gain qualifications they must acquire legitimate cultural capital, by exchanging their own (usually working-class) cultural capital. This exchange is not a straight forward one, due to the class ethos of the lower-class students. Class ethos is described as the particular dispositions towards, and subjective expectations of, school and culture. It is in part determined by the objective chances of that class. This means that not only do children find success harder in school due to the fact that they must learn a new way of ‘being’, or relating to the world, and especially, a new way of relating to and using language, but they must also act against their instincts and expectations. The subjective expectations influenced by the objective structures found in the school, perpetuate social reproduction by encouraging less-privileged students to eliminate themselves from the system, so that fewer and fewer are to be found as one journeys through the levels of the system. The process of social reproduction is neither perfect nor complete, but still, only a small number of less-privileged students achieve success. For the majority of these students who do succeed at school, they have had to internalize the values of the dominant classes and use them as their own, to the detriment of their original habitus and cultural values.

Therefore Bourdieu's perspective reveals how objective structures play an important role in determining individual achievement in school, but allows for the exercise of an individual's agency to overcome these barriers, although this choice is not without its penalties.

 

MythMichigan Books Novels by Frank Holes, Jr.
Dogman’s Back!   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 Great Lakes State , Frank weaves:   A mysterious police report of an unsolvable death in Manistee County A terrifying encounter in the U.P.’s remote Dickinson County A BLOG, begun as one man’s therapy, becomes a chronicle of sightings from around Michigan A secret governmental agent investigates the grisly aftermath of Sigma A pioneer family meets more than they expected on the trail north A campfire tale of ancient betrayal handed down through the Omeena Tribe Welcome to Dogman Country!	Now Available! Click Here For The Tales From Dogman Country Website	Now Available! Year of the Dogman Website
		Now Available! Haunting of Sigma Website
		Now Available! Nagual: Dawn of the Dogmen Website
Now Available!	Now Available!
The Longquist Adventures, written for elementary students, is excellent for teaching mythology and classic stories to young children.   http://www.longquist.com
Teachers: We now have special offers on Classroom Sets of our Novel.  Click here for more information: ORDER A CLASS SET

 

 

New Teachers' Niche:  A Place for Teachers New To The Craft
	The LEAST Approach to Classroom Discipline: (Part 4) By Robert R. Carkhuff

Option #2:  END THE ACTION INDIRECTLY

When Should You End the Action Indirectly?

End the action whenever, in your judgment, a true disciplinary problem exists.  This will generally be the case in a situation that fulfills any one or more of the following conditions:

1. The problem-related behavior is disrupting individual and/or group learning activities.
2. The situation will, if left alone, deteriorate rather than improve.
3. Someone may get hurt.

If the situation is only a minor disturbance which does not threaten your overall control of events, simply end the action and then track the progress of the students involved.  If the situation seems more severe, go on to exercise other options within the LEAST sequence.

What does “End the Action Indirectly” Mean?

The phrase is largely self-explanatory.  When you elect to end the action, you act to stop a problem at once; when you take action indirectly, you do so without telling the student explicitly what you want him or her to start or stop doing.  It is important to note that if what you do does end the action, you have accomplished what was needed.  Don’t criticize the student or outline consequences.  Simply nip matters in the bud by ending the action.  Again as with Option #1, you should ‘track’ what happened and what you did about it. 

Why End The Action Indirectly?

Whether a behavior problem in the classroom is fairly minor or quite serious, it is necessary to bring the disruption to a halt before you can chart the course you wish students to take.  Doing so in an indirect manner involves less chance of confrontation and resulting anger or hostility.

How Can You End the Action Indirectly?

There are three progressive steps you might take to end any disruptive classroom behavior indirectly.  In keeping with the LEAST principle of disciplinary action, the progression is from the simplest to the most demanding.

1. You can ‘eyeball’ the student.  Let’s say a student in the back of the room is whispering to a friend while you’re presenting some important material.  The simplest way to end this action is to look right at the student, making eye contact if possible.  This often halts the disruption without the need to speak.
2. You can reduce the distance between yourself and the student.  Disruptive behavior in the classroom often stops when the teacher approaches.  This is particularly true of minor disturbances.  Try ending the action by approaching the student involved while continuing your presentation to the class, or combine your approach with the eyeballing technique.  You could also have the student approach you, perhaps by calling him/her to your desk.  In coming forward, the student necessarily stops the problem behavior.  This is often the best approach in any situation where you feel it is important to speak privately to the student or for the rest of the class to keep working while you deal with the problem.
3. You can call the student by name and perhaps specify the problem.  This does not have to be done in a thunderous voice that can be heard over all other noise in the room.  Like the rest of us, students can pick the sound of their own names out of a considerable amount of background noise.  Try ending the action simply by calling the involved student by name – “Harry” – in a quite voice, perhaps making eye contact as he looks up.  Extending this approach, you might call the student by name and indicate what the problem is: “Rose, your pencil-tapping is disturbing the class.” (note the difference between this and the direct, “Rose, stop tapping your pencil,” which may be too dictatorial.)  This approach is often the best when there is a chance the student is unaware of being involved in any troublesome behavior.

There isn’t a teacher in the world who hasn’t used these tested and effective techniques.  The only thing unique to the LEAST approach is that the teacher uses it in an orderly and planned fashion and does not ‘waste’ steps in cases where they are not needed or are apt to be ineffective.  The progression here is from simple to more complex, with verbal involvement being considered more active than nonverbal involvement.  Remember the LEAST principle and do no more than absolutely necessary to stop what is going on.  In other words, don’t approach a troublesome student if eyeballing him or her is enough; don’t specify the problem if calling the student’s name ends the action.

A word of caution about eyeballing and moving closer: These techniques will generally stop any behavior, so be sure you want to stop it.  When misused, they will disrupt good behavior – reading, test-taking, discussion, etc. – as quickly as they do bad behavior. 

Here are a few additional guidelines you may want to keep in mind as you exercise Option #2 and end the action indirectly:

1. It is rarely if ever a good idea to embarrass a student.  In ending the action, therefore, try not to do anything that will highlight the disruptive student since this will probably make him/her feel you are being unfair.
2. Be sure to focus action-ending attention on the right party or parties.  Avoid scapegoating or singling out one student when several are involved – and don’t spread the blame when only one individual is at fault.

Example

The situation in which one student interrupts another is an example of one that is best served if the teacher simply ends the action.  A student butting into another student’s commentary is certainly disruptive and such behavior cannot be tolerated.  At the same time, the teacher who chooses to do more than end the action indirectly may create a worse problem than existed originally by blowing the whole matter out of proportion.

Another example: Jim is a student who has a particularly grating voice.  It’s not too bad when he talks quietly, but if he raises his voice, it sets everyone’s nerves on edge!  Today Jim’s teacher has told the students they can work quietly together on a science project.  Everything is fine until Jim, excited about some phase of the project, begins talking more and more loudly to his partner.  Finally the teacher decides that he must end the action.  He does so by catching Jim’s eye and then beckoning him to the front of the room.

Again, this is an excellent way to end the disruptive action.  The majority of the class does not even notice the interaction between Jim and the teacher.  The teacher can speak to Jim privately at the front of the room without fear of embarrassing him before the class.  How much better this is than, for example, “Jim can’t you keep your voice down?”  As in the earlier example, the LEAST approach to in-class discipline turns out to be the best.

Now It’s Your Turn

Once again, take a few minutes to write down some in-class situations where you would want to end the action indirectly.  What would be your reason for acting instead of leaving matters alone?  What would be the simplest way you could end the action in each case?  Try to be as concrete and specific as you can in dealing with these related questions.  Remember, your aim is to develop ‘end the action indirectly’ as your second option is maintaining classroom discipline. 

So You End the Action, What Then?

There are several further options you will want to consider once you have ended a particular problem behavior in class. 

If ending the immediate action has also ended the entire problem for the foreseeable future, you may need to do no more than track the progress of the student involved. (See component #5)

If the problem has been fairly severe, representing a potential threat to your overall control of the classroom, you probably will want to attend more fully. (See Option #3)

Finally, if the problem has actually cost you control of the classroom, however briefly, after assessing the situation and communicating your awareness, spell out directions for the students involved.  (See Option #4)

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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Using Photography To Inspire Writing By Hank Kellner Visit his blog at: hank-englisheducation. blogspot.com.

TONY VINCENT
Learning in Hand is an educator's resource for using some of the coolest technologies with students.
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.
learninginhand.com

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