Ideas and Features For New Teachers
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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.

In This Week's Issue (Click the Quick Links below): What's New @ StarTeaching   Successful Observation and Evaluation   Building Positive Relationships with Your Custodial Staff NEW! Hank Kellner:  "Using Photography to Inspire Writing" Tech/21st Century Corner:  Education Today: Great MOODLE Sites And Resources To The Learning Bank We Go Science Activities for Any Setting   10 Days of Writing Prompts   10 Days of Math Problems School Features: Dyslexia (part 1) New Teacher's Niche: Grading Procedures For Class Paragraphs Student Teachers' Lounge: Modeling Student Behaviors Book of the Month Club: Tech Tactics: Technology For Teachers   Website of the Month: classicsillustrated   Themes on Life:  "Back To School Blues For  Teachers" Article of the Week: "Rotator Cuff Surgery"   Autumn Book Sale for Teachers

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!

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Successful Observation and Evaluation By: Jerry Judge

With all the new bills being passed dealing with teachers and evaluation, I feel it is extremely important
for teachers entering the administration field to become proficient in observing and evaluating the
professional staff. When I became an a High School Principal I felt that was an area I was the least
prepared for. At that time we had never worked with effective teaching methods, the labeling of
effective teaching methods and learning styles were never clearly identified.

If you have administration in your future you need to become proficient in teacher observation so you
can complete an effective evaluation. This can be accomplished by observing other staff members
that have a reputation of being outstanding teachers, being aware of various teaching and learning
styles and attending conferences where the area of observations and evaluations is the major topic of
discussion. Teachers have various opportunities to become effective teachers; university instruction,
mentoring, conferences, and on the job training. This is encouraging, because effective teachers have
the tools to become successful administrators.

As the legislation continues to input new rules and regulations on tenure, it is essential that educators
are proactive on the evaluation process. If we don’t lead, I feel the legislators will have more impact
than necessary.

Feature Writer
	Using Photography To Inspire Writing By Hank Kellner
Hank Kellner is a retired teacher of English who has served as a department chair at the high school level and an adjunct associate professor of English at the community college level. He is the former publisher of Moneygram, a marketing newsletter for photographer.  He is also the creator of many photographs and articles that have appeared in publications nationwide, the author of extensive reading comprehension materials for a publisher of educational materials, and a former contributor to Darkroom Photography magazine.  His self-syndicated series, Twelve Unknown Heroes of the American Revolution appeared in more than fifty newspapers and magazines nationwide. Kellner's most recent publication, Write What You See: 99 Photos To Inspire Writing, is marked by Prufrock Press.  His blog appears regularly at hank-englisheducation.blogspot.com.

Grandfather’s Watch By Elizabeth Guy I still have great grandfather’s watch. It gleams in its golden case. My mother kept it all her life Displayed in a prominent place. Just how he acquired it Mother never did tell. Not one of those memories was told About long ago days When she was a child And her grandfather was old. So now when I think Of those times Mother spent With her old granddad, I wonder: Did she wheedle him Into checking the time And checking again and again? You know How children are: “What time is it grandpa?” she’d ask Just to see The golden watch glow. Then I wonder if Great grandpa ever Was late. With a watch such as his How could he miss An important time or a date? Perhaps my late husband— Late even in life— Had he worn such a watch When alive, Would not have been late, As he so often was, And perhaps he might still be alive!   Photo 16 By Hank Kellner TIME   GRANDPA   MEMORIES   GOLD Copyright 2009 Hank Kellner These poem/photo combinations are from Hank Kellner's upcoming publication, Reflections: A Collection of Poetry, Photos, and More. __________________________________________________________________________ Hank Kellner is the author of Write What You See: 99 Photos To Inspire Writing. Published by Cottonwood Press ( I-800-864-4297) and distributed by Independent  Publishers Group, Write What You See includes a supplementary CD with photos. 8 ½ x11, 120 pages, perfect binding, ISBN 978-1-877-673-83-2, LCCN 2008938630. $24.95. Available at bookstores, from the publisher,  and on the Internet at www.amazon.com and other websites. Ask your school or local librarian to order it.Visit the author’s blog at http://hank-englisheducation.com. The author will contribute a portion of the royalties earned from the sale of this book to The Wounded Warriors Project.

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Guest Writer
	To The Learning Bank We Go By Joe Pagano

As a former teacher of high school mathematics, I understand the day-to-day frustrations that any teacher might experience, particularly when trying to teach a subject like mathematics. The first day of class was always interesting. As teacher, I felt like the enemy who was bringing messages of death and despair to the students. I could see in many of their faces how dreaded a subject this truly was. But I would win them over. Yes, one by one I would quench their fear and instill new hope.

If you want to be successful as a teacher—any teacher—you have to refrain from playing the fear trump card. Unfortunately many math teachers do this, thinking that this will set the tone for the year and keep the students in line. This is not the way to go. Remember. You are on difficult turf. Most students despise math because it frustrates the heck out of them. They feel hopeless, lost, and confused most of the time when trying to work through this strange domain of variables, number systems, and word problems. Instilling fear in them will only make the problem worse.

Rather, you need to try alternative learning strategies. Now I know you’ve had this concept rammed down your throats a hundred or more times and I don’t mean to be like another administrator who forgot what it was like to be in the classroom. The truth is you can only lead a horse to water—you know the rest. So what kind of alternative strategies do you try? After all, you’re dealing with teenagers whose racing hormones keep their thoughts grounded on things other than math, English, and social studies.

What about integrating two different subjects, the so called “cross learning” approach. What about integrating math and English through the use of poetry. Now this definitely sounds interesting. What if you could open a lesson by reading a poem on mathematics which teaches a lesson on the subject, or gives some good food for thought? By taking this approach, you’re getting away from the textbook for at least a day and integrating a completely new approach to learning this dreaded subject. Moreover, you’re getting the kids to learn something about reading poetry as well. Could you see the startled expressions on their English teachers’ faces when they find out what’s going on in your math classroom? Now this is an idea that you can take to the bank—the learning bank.

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

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 'winging it.'

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 shows you as a lifelong learner who values the skills you're teaching them.

The same is true for writing, or labs, or math problems. Students rarely have the chance to see real people performing schoolwork - 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.

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

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 CORNER
	Some Great MOODLE Sites & Resources By Mark Benn, Instructional Technologist

LearnNowBC, a professional learning website, is now offering courses in Moodle training in small, one-week modules. Working and learning with other professionals, these courses offer great tips and techniques for integrating Moodle and technology into your classroom.

http://www.learnnowbc.ca/educators/MoodleMeets/default.aspx

Check out the site below - it is a wiki for the Moodle Mayhem group, bringing ideas and resources, and sharing what's happening in Moodle k-12 around the world!

https://sites.google.com/site/moodlemayhem/

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From our Special Reports
	Building Positive Relationships Around Your School  Part 2 - the Custodial Staff

This SPECIAL REPORT is from a series of articles on building positive relationships in your school. They include building relationships with your office secretaries, janitors, librarians, and cooks.  All of these people are vital to the running of the school, and its in your best interest to 'get in good' with them as soon as possible.

This is the second article, dealing with your custodial staff. Your school custodians and maintenance department are an important part of the overall functionality of your building. These are people who you should get to know immediately, because they can provide you with a tremendous array of services.

The custodial and maintenance staff isn’t just around to sweep the floors, empty the wastebaskets, and clean up messes. They play an important role in the school environment. These people are not only essential to keeping the building and grounds in top shape and presentable to the public, but also keep the various physical systems in the school in working order. These may include heating & cooling, water, plumbing, and electrical systems, and sometimes even technology. They may also put up walls, plow the snow, line the football field, repair the drinking fountains, and put together classroom furniture.

Your custodial and maintenance workers can help you in a number of ways. They certainly can keep your room and hallway in tip-top shape. Many times, custodians will pick up and collect pencils and pens from the halls, and will drop them off in your room if they know you need them. 

And they will often help you out if you have requests. In many schools, their contracts and union will dictate what physical jobs can be done by school personnel other than maintenance/custodial workers. So if you’re having trouble with your room heating unit, your clock is not synchronized with those around the school, or your door is squeaky, you can usually get prompt service if they know you and know you appreciate their time and efforts. If you are well liked by the maintenance staff, your requests may often move up the priority list. And if you want those extra ‘little touches’, such as a shelf put up in your room, or document frames mounted on your walls, such favors are often the reward of your time spent building positive relationships.

Appreciation for their work can be as simple as an honest and genuine ‘thank you’. Often times, including the custodial and maintenance staff in get-togethers and school celebrations goes a long way. Some groups will purchase donuts or treats for the custodians during the year. Other groups put on dinners or cook-outs. If your students bring in any extra treats, be sure to send some down to the maintenance staff.

If you take the time to get to know these hard-working people, and build positive relationships with them, you will definitely reap the rewards. Not only will you have handy people willing to help you out when you need it, but you may even find pleasant, friendly faces in and around your school.

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

Dyslexia (part 1) Courtesy of K12Academics.com

Dyslexia is a neurological disorder with biochemical & genetic markers. It is a disability which a person reading and/or writing ability is lower than his or her grade level of intelligence. However, people may read and write perfectly and have dyslexia. They are diagnosed with the disorder when their problems can't be explained by a lack of intellectual ability, inadequate instruction or problems such as poor eyesight. Being as it is a complex mental process, it can have many potential causes. From a neurophysiological perspective, it can be diagnosed by closer inspection of the brain. It is associated with phonological problems.

Characteristics of Dyslexia

Most people with Dyslexia exhibit many different traits and behaviors. They can vary from day-to-day or minute-to-minute. The most consistent about dyslexia is their inconsistency. Symptoms will increase with confusion, emotional behavior or time pressure constraints.

General:
- Appears grade and articulate but unable to read, write, or spell at grade level
- Various labels: Lazy, dumb, immature, "not trying hard enough"
- Isn't behind or bad enough to be helped
- High IQ but poor testing academically; Good with oral tests, not with written
- Poor self esteem; Frustrated and emotional about school reading & testing
- Talented in other areas: Art, drama, sports, designing, building, etc.
- Loses focus and daydreams
- Difficulty sustaining attention, hyperactive
- Learns best through hands on experience and visual aids

Vision, Reading, Spelling:
- Complains of dizziness, headache or stomach aches while reading
- Confused by letters, numbers, words, sequences or verbal explanations
- Reading or writing shows repetitions, additions, transpositions, omissions, substitutions and reversals in letters, numbers and words.
- Complaints of feeling & seeing nonexistent movement while reading or writing
- Seems to have difficulty with seeing, despite positive eye exam results
- Lacks depth perception & peripheral vision
- Reads a passage multiple times with little comprehension
- Spells phonetically & inconsistently

Hearing and Speech:
- Has extended hearing; easily distract by sounds
- Difficulty with putting thoughts to words; leaves sentences incomplete; stutters under stress; mispronounces long words, or transposes phrases, syllables and words while speaking

Writing & Motor Skills:
- Trouble writing & copying; illegible handwriting; unusual pencil grip
- Clumsy unable to compete in athletic events; prone to motion sickness; Poor with fine and gross motor skills
- Confuses left with right and over with under

Math & Time Management:
- Difficulty telling and managing time and being on time
- Uses finger counting for math equations; Knows answer but can't do it on paper
- Can count but has difficulty with counting objects and managing money
- Can do arthrimitic, but has problems with word problems; Trouble grasping algebra & higher math

Memory & Cognition:
- Excellent long term memory with experiences, locations, faces and events
- Poor memory with sequences, facts & information that hasn't been experienced
- Thinks with feelings & images, not sounds or words

Behavior, Health, Development & Personality:
- Disorderly or compulsively orderly
- Can be class clown, or overly quiet
- Unusually late development (talking, walking, crawling, tying shoes)
- Prone to ear infections, sensitive to foods and chemical products
- Extra deep or light sleeper; bed wetting beyond appropriate age
- Very high or low tolerance for pain
- Emotionally sensitive; strives for perfection

Look for more in next issue's part 2

 

 

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New Teachers' Niche:  A Place for Teachers New To The Craft
	Grading Procedures for Class Paragraphs

SO, JUST WHAT IS A 'FCA'?

Instead, the teacher grades the papers based on the FCA (Focal Correction Areas) chosen for the paragraph.  These are the specific areas that students concentrated on while writing.  The FCAs will evolve through the year as the focus moves from basic formatting of the paragraphs to concentrating on different aspects of the writing craft.  Don’t worry about correcting everything on every paper – you’ll lose your sanity! 

Students are going to make mistakes.  But they are also going to learn as they practice the writing craft OFTEN.  Choose to correct and work on a few items at a time so they are not overwhelmed (and you are not overwhelmed by looking for everything when you grade). 

SO WHAT DOES THE TEACHER DO?

Much of the teacher’s role in checking papers is to walk around the class WHILE the students are actually engaged in writing.  Help the students as you go, answer questions and give guidance where necessary.  Help the students to be successful at the assignment by making sure they have covered all of the FCAs. 

Give generous praise to the students for their work and efforts.  It is not easy for students to write in a constrained time period.  Remind students that they “don’t’ have worries about time because they are strong, creative writers”. 

Students MUST check their FCAs when they finish and give themselves a score at the top of the paper.  We DO NOT accept papers without a score at the top. 

PEER CHECKING

Many times we will pass out the papers the next day (or even the same day if you have time) to DIFFERENT students and peer check them.  The peer checking always involves proofreading for mistakes and spelling, and scanning for banned words.  However, the peer checking should also include looking at revision, editing, and reflection. 

GRADING THE PAPERS

  We chose 20 points for our paragraphs because that particular number matches up with other similar assignments with the same points.  Each FCA is worth points, and in many cases 2 points each.  Students have already checked their FCAs and written a score at the top.  The teacher’s job is to double check that the FCAs have been adequately covered in the paper.  This should take only a few seconds to scan the paper. 

  Choose and develop your FCAs wisely!  Let the students do the work for you!  Have them circle, underline, or draw a box around items you want to grade.  Have them label with letters or numbers in circles.  That way, you use THEIR energy to help save YOURS!

  As the students write through the year, many FCAs will be repeated until mastered by the class.  This repetition is great for practice, and the teacher will become faster and more proficient at looking for those particular areas.   For example, we use many of the basic formatting FCAs well into the year.  Areas such as Restating the Topic in the Topic Sentence, Restating the Topic in the Clincher Statement, and Circling the Personal Life Experience, are utilized throughout the year because it reminds students of the basics of paragraph writing:  1.  Tell what you are going to tell your audience, 2.  Tell them, and 3.  Tell them what you told them.  

WHAT ABOUT REDOs?

We do allow students to fix paragraphs and turn them back in for a corrected score.  This is at the teacher’s discretion.  The student can keep the grade, or correct it within 24 hours and hand the paper back in.  This helps the student to see the mistakes made AND then correct them. 

IF A STUDENT IS ABSENT

  Students are sometimes absent from class.  We DO NOT make up writing assignments.  By writing nearly every day, the students are going to get plenty of good practice.  The next writing assignment will count ‘double’, and that same grade will be put into the grade  book spot of the missed writing.

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.

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"Rotator Cuff Surgery"

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